Focus on exceptional children最新文献

{"title":"Use and Management of Medications for Children Diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).","authors":"S. Kollins, R. Barkley, G. DuPaul","doi":"10.17161/FOEC.V33I5.6779","DOIUrl":"https://doi.org/10.17161/FOEC.V33I5.6779","url":null,"abstract":"Attention deficit hyperactivity disorder (ADHD) is one of the most commonly diagnosed behavioral disorders among children in the United States, affecting approximately 3%-5% of all school-aged children (American Psychiatric Association, 1994; Barkley, 1998). ADHD is characterized by developmentally inappropriate levels of inattention, hyperactivity, and impulsivity (APA, 1994). Although the ways of characterizing the disorder have changed somewhat throughout the years , the current classification system recognizes three empirically derived subtypes of ADHD: predominantly inattentive type, predominantly hyperactive-impulsive type, and combined type (Lahey et al., 1994). Given the demonstrated academic and social outcomes associated with ADHD, the occurrence of this disorder in school-aged children represents a significant public health concern. For example, studies of co-occurring problems suggest that children diagnosed with ADHD also are more likely to be diagnosed with oppositional defiant disorder (ODD), conduct disorder (CD), depression and other mood problems, anxiety problems, and tics (see Barkley, 1998; and Biederman, Wilens, & Spencer, 1999, for reviews of the impairment associated with ADHD). When studied across time, children diagnosed with ADHD are at higher risk for continuing to have learning, behavioral, and emotional problems throughout childhood and adolescence (e.g., Barkley, Fischer, Edelbrock, & Smallish, 1991). Compared to controls, adults who were diagnosed with ADHD as children receive fewer years of formal schooling, achieve lower overall occupational status, and are more likely to have a range of psychiatric problems as adults, such as antisocial personality disorder and non-alcohol substance abuse (e.g., Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1998). Further, children with ADHD have been shown to have difficulty with social interactions with peers (e.g., Flicek, 1992) and family members (e.g., Barkley et al., 1991; Fletcher, Fischer, Barkley, & Smallish, 1996), especially when co-occurring conditions such as learning problems or ODD are present.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"33 1","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41958889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Risk, Families, and Schools.","authors":"B. Keogh","doi":"10.17161/FOEC.V33I4.6778","DOIUrl":"https://doi.org/10.17161/FOEC.V33I4.6778","url":null,"abstract":"","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"33 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42188153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Poverty, Class, and Disability: A Historical, Social, and Political Perspective","authors":"E. Brantlinger","doi":"10.17161/FOEC.V33I7.6781","DOIUrl":"https://doi.org/10.17161/FOEC.V33I7.6781","url":null,"abstract":"Although this is a special education publication, in this article I engage the broader topic of creation of social hierarchy. Disability-which is subsumed under the generic construct \"losing in stratified relations\"-may be somewhat hidden from view. Moreover, for the purpose of clarity of argument, I intentionally oversimplify political positioning by referring to two inclusive sides, \"leftists\" and \"rightists,\" a framing that challenges the neutrality of most people. Although this may seem to have little relevance to special educators, insights gained from a \"big picture\" view can shed light on current practice. I use graduation exit (\"gateway\") exams to show how social class relations are manifest _in school practice. After deconstructing the negative, I put forward ideas for reform and ask readers to join in a movement to transform hierarchical and excluding relations in school and society. Admittedly, these ideas are utopian, but so as not to drift toward unintended places and so that our daily efforts as professionals and citizens allow progress toward prized goals, an ideal community must be imagined (Anderson, 1983).","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"33 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V33I7.6781","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42223533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Prevention Strategies in General Education.","authors":"M. Montague, Jeanne Bergeron, Ellie Lago-Delello","doi":"10.17161/FOEC.V29I8.6754","DOIUrl":"https://doi.org/10.17161/FOEC.V29I8.6754","url":null,"abstract":"Recent emphasis on inclusion of students with disabilities in general education underscores the need for providing teachers with effective instructional strategies to accommodate children's diverse behavioral and learning needs (Hocutt, 1996). Inclusion asks that general and special education teachers exchange information about instructional strategies for students in special education who are mainstreamed for part of their school day in general education classrooms. Often, the intervention strategies that are effective for mainstreamed students are appropriate also as prevention strategies. Prevention programs are based on the premise that early identification of learning, behavioral, and emotional problems can lead to early intervention and better outcomes for children. If unchecked, the problems of young children may be exacerbated by environmental conditions in general education classes to a level where the only alternative, from the teacher's perspective, is placement in a special education program. If general education teachers feel competent in using prevention strategies and are able to see improvement in a child's behavior and learning, they may decide that referral to special education is unnecessary. The purpose of this article is to describe classroom management, academic enhancement, and social development strategies that can be implemented in general education classrooms to prevent the development of serious emotional and behavioral problems in children. These strategies are part of a comprehensive intervention for elementary school children in the primary grades who were identified by their teachers as being at risk for having problems serious enough to warrant referral and placement in special education programs. The intervention is a component of Project SUCCESS, a 4-year research Project funded by the U. S. Department of Education. In the first section of the article, we describe briefly the screening process that was used to identify children in kindergarten and first grade as being at risk for developing serious learning, behavioral, and emotional problems. In addition, we discuss the classroom dynamics within the student's general education classrooms to assist in understanding the quantity and quality of interactions between students and teachers and their perceptions of one another. The focus of the second section of the article is on several guiding principles for implementing prevention strategies. In the third section we present scenarios depicting typical classroom situations in which students' behavioral, academic, and personal/social problems are evident. These scenarios provide the framework for discussing how to select and implement prevention strategies that address specific problems of at-risk students in general","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43320703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective Practices for Students with Asperger Syndrome.","authors":"B. Myles, R. Simpson","doi":"10.17161/FOEC.V34I3.6786","DOIUrl":"https://doi.org/10.17161/FOEC.V34I3.6786","url":null,"abstract":"During the past several years, recognition and use of the clinical term Asperger Syndrome have increased dramatically. Thus, although this condition was introduced in 1944, Asperger Syndrome (AS) was virtually unknown worldwide until only recently. Today AS is a relatively common developmental disability whose impact on children, families, educators and other professionals is profound (Barnhill, 2001b). Hans Asperger, a Viennese physician first brought this condition to the attention of the psychiatric community. Based on his work with a group of children with a set of significant and chronic neurodevelopmental social behaviors, Asperger wrote a thesis wherein he described a group of children who today are known diagnostically by his name (Asperger, 1944). Asperger's seminal work accentuated the social peculiarities and social isolation of the children he studied. Although he observed that these individuals had many characteristics in common with children with autism, AS children generally had average cognitive and language development. Based on these characteristics, Asperger opined that his sample represented an independent and distinct clinical condition. In 1981, Wing resurrected the banner that brought AS to the attention of clinical professionals in a paper in which she discussed the syndrome based on her work with 35 individuals ranging in age from 5 to 35 years. Recognition and wide-scale acceptance of the term AS was further advanced in 1994 when the American Psychiatric Association added the syndrome to its list of pervasive developmental disorders in the Diagnostic and Statistical Manual of Mental Disorders (4th edition) (American Psychiatric Association, 1994). Today, the condition is widely known and discussed throughout the world, by professionals, parents, and others, but there is intense debate related to whether AS is an independent diagnostic category or is an element of the autism spectrum or continuum (Klin, Volkmar, & Sparrow, 2000). The pervasive and potent attention to AS is attributable at least in part to its increased prevalence (Ehlers & Gillberg, 1993). Indeed, ever-growing numbers of individuals are thought to have AS. Kadesjo, Gillberg, and Nagberg (1999), for instance, estimated that as many as 48 per 10,000 children could have the syndrome. These estimates, however, are widely debated and disputed, as represented by Volkmar and Klin's (2000) contention that \"the present data are, at best, 'guestimates' of its prevalence\"","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V34I3.6786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49489813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting Beginning Special Education Teachers","authors":"Susan D. Whitaker","doi":"10.17161/FOEC.V34I4.6787","DOIUrl":"https://doi.org/10.17161/FOEC.V34I4.6787","url":null,"abstract":"","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"34 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44292545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management.","authors":"Timothy J. Lewis, G. Sugai","doi":"10.17161/FOEC.V31I6.6767","DOIUrl":"https://doi.org/10.17161/FOEC.V31I6.6767","url":null,"abstract":"Being an educator in today's American schools demands more than teaching reading, math, science, arts, and other academic content. Today's educator must be able to accommodate students with significant learning and behavioral problems, teach in communities that are unable to support the school, and to work under conditions that are often counterproductive to teaching and learning. The impact of these conditions is felt in schools, neighborhoods, and families in a variety of ways.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V31I6.6767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49188446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cooperative Learning as an Academic Intervention for Students with Mild Disabilities.","authors":"K. Malmgren","doi":"10.17161/FOEC.V31I4.6765","DOIUrl":"https://doi.org/10.17161/FOEC.V31I4.6765","url":null,"abstract":"A current trend in education is toward the inclusion of students with special needs in general education classrooms. This trend grew out of the regular education initiative (REI), which started with the goal of educating larger numbers of students with mild disabilities in the general education environment to increase the overall academic achievement in schools (Lewis, Chard, & Scott, 1994). Over time, the objective of inclusive programming has grown-from simply increasing academic achievement to also increasing social competence and fostering positive relationships between children with special needs and their nonhandicapped peers. Thus, not only are contemporary teachers educating more diverse groups of students, but their responsibilities also are expanding to include more and more objectives. Teachers of students with mild disabilities must somehow facilitate the simultaneous attainment of academic and social skill goals alike-both of which represent significant areas of need for students with learning and behavioral disabilities. How teachers choose to meet this challenge varies-but teachers in inclusive environments typically choose interventions that are not only effective, but efficient as well. Teachers understandably feel pressure to focus primarily on academic skills even as they take on responsibility for more and more nonacademic (social) skills as well. Although robust literature is available on interventions that affect social behavior, programs and strategies that do not also directly impact academic skills in some way are viewed as \"addons\" and not typically maintained by teachers in general education settings (Pullan, 1991; Johnson, 1970, 1979). Increasingly, various forms of small-group instruction-specifically, models of cooperative learning-are being recommended as solutions for the complex problems associated with attempting to provide special, \"individualized\" education to students with learning and behavior problems in general education settings. Facets of these strategies as they influence the academic success of students with mild disabilities are discussed in this article, along with excerpts from interviews and observations done as part of a study of cooperative learning practices in an urban school district in the Pacific Northwest (Malmgren, 1997).","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"31 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V31I4.6765","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46301293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validated Practices for Teaching Mathematics to Students with Learning Disabilities: A Review of Literature.","authors":"S. Miller, Frances M. Butler, Kit-hung Lee","doi":"10.17161/FOEC.V31I1.6763","DOIUrl":"https://doi.org/10.17161/FOEC.V31I1.6763","url":null,"abstract":"teaching sequence while simultaneously teaching 12 FOCUS ON EXCEPTIONAL CHILDREN SEPTEMBER 1998 TABLE 2 Problem-Solving Studies Dependent Intervention Citation Subjects Setting Design Measure Results Direct Wilson & Sindelar, 62 Elementary Group CriterionDirect instruction groups scored Instruction 1991 resource room, office comparison referenced better than sequence-only control space, media center, group and cafeteria Manipulative Baker, 1993 46 Elementary Group CriterionComparable results for strategy + Devices and research-only comparison referenced drawing and strategy-only groups Drawings class Huntington, 1995 3 High school Multiple CriterionCSA was effective for teaching resource room probe referenced algebra word problems; skills were maintained for 9 weeks Jitendra & Hoff, 1996 3 Private elementary Multiple CriterionSchema-based diagrams improved school for students probe referenced problem-solving skills with learning disabilities March & Cooke, 1996 3 Elementary general Multiple CriterionManipulative devices improved education classroom baseline referenced word-problem skills Miller & Mercer, 1993a 67 Elementary selfPreCriterionTwo studies: Posttest results showed contained class and posttest, referenced improvements for multiplication and resource room no control subtraction group Walker & Poteet, 70 Middle school Group CriterionNo differences between diagrammatic 1989-1990 resource room comparison referenced instruction and traditional key-word method Strategy Case, Harris, & 4 Elementary selfMultiple CriterionStrategy instruction improved Instruction Graham, 1992 contained class baseline referenced problem-solving in addition and subtraction Cassel & Reid, 1996 2 Elementary Multiple CriterionBoth students mastered the strategy resource room baseline referenced and maintained gains at 6 and 8 weeks Hutchinson, 1993 20 Junior high Repeated CriterionStrategy instruction was effective for resource room (ABAB) and referenced improving algebra scores group comparison Lambert, 1997 76 High school Group CriterionNo difference between strategy group resource room comparison referenced and textbook group Montague, 1992 6 Middle school Multiple CriterionCombination of cognitive and research-only class baseline referenced metacognitive strategies was more effective than either strategy alone Montague, Applegate, 72 Junior high researchGroup CriterionStrategies improved problem-solving & Marquard, 1993 only class comparison referenced acquisition and maintenance; students compared well to normally achieving peers basic computation skills. In the first study, 54 elementary students with learning disabilities were taught multiplication facts using three concrete-level lessons involving manipulative devices, three semiconcrete-level lessons involving drawings and tallies, and between 10 and 15 abstract-level lessons depending on student absences. Also included in this instructional process were two mnemonic devices: one for computation and one for","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"31 1","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44384753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies To Enhance Memory Based on Brain-Research.","authors":"Alison K. Banikowski, Teresa A. Mehring","doi":"10.17161/FOEC.V32I2.6772","DOIUrl":"https://doi.org/10.17161/FOEC.V32I2.6772","url":null,"abstract":"Memory is a wonderful trait of human beings. Now, more than ever in history, scientists are unlocking the secrets to enhancing memory. Memory is extremely important to educators, not only for them personally as they age and worry about failing memory, but, most important, for the role that memory plays in the teaching/learning process. Memory, as a concept, often is relegated to a minimal role. As noted by Caine and Caine ( 1997), \"Many of us associate the word memory with the recall of specific dates or facts or lists of information and sets of instructions, requiring memorization and effort\" (p. 41). Memory, however, goes beyond this one-dimensional aspect of learning and, rather, focuses on attending, learning, linking, remembering, and using the thousand pieces of knowledge and skills we encounter constantly. For educators, memory is the only evidence that something or anything has been learned. Think about it. If students cannot commit knowledge or skills to memory, even briefly, how can we know they have learned the knowledge or skill? It conjures up visions of the cartoon where two boys are talking. The one boy, with his dog at his side, says, \"I've taught my dog how to whistle,\" and the other little boy says, \"Great! Let me hear him whistle.\" This prompts the first boy to say, \"I said I taught him how to whistle. I didn't say he learned it!\" For educators, what's the point? If teaching occurs without learning, we might as well skip the teaching in the first place! Educators must ensure that students attend to learning, attach new learning to previous learning, actively engage in learning, construct meaning, and demonstrate their learning. All of this requires memory. No true educator simply wants to \"teach\"; educators want students to \"learn.\" Educators want learners to be able to organize, store, and retrieve knowledge and skills. By applying what we kn?w about how the brain learns and remembers, educators can focus on the \"learning\" aspect of the \"teaching/learning process.\" To assist educators, this article will focus on three aspects related to memory:","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V32I2.6772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45897156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}