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Exploring Predictors of Teachers’ Sustained Use of Data-Based Instruction J. Learn. Disab. (IF 2.4) Pub Date : 2024-09-19 Jechun An, Emma Shanahan, Seohyeon Choi, Kristen L. McMaster
The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers’ sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development
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Updates on Clinical Language Sampling Practices: A Survey of Speech-Language Pathologists Practicing in the United States. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-09-18 Amy Wilder,Sean M Redmond
PURPOSE Language sample analysis (LSA) provides many benefits for assessing, identifying therapy goals, and monitoring the progress of children with language disorders. Despite these widely recognized advantages, previous surveys suggest the declining use of LSA by speech-language pathologists (SLPs). This study aimed to provide updates on clinical LSA use following the recent introduction of two new
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Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-17 Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz
Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension
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Participation in Social and Leisure Activities After High School for Autistic Young Adults Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-14 Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer
The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating
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Initial Development of the Child Responsiveness Scale for Early Childhood Settings Journal of Emotional and Behavioral Disorders (IF 1.7) Pub Date : 2024-09-14 Bryce D. McLeod, Kevin S. Sutherland, Michael D. Broda, Kristen L. Granger, Nicole Hollins, Andy J. Frey, Katrina A. Markowicz, Emma Dear
This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated
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Identifying Dual Sensory Loss Among Students With Extensive Support Needs The Journal of Special Education (IF 1.4) Pub Date : 2024-09-14 Meagan Karvonen, Karen A. Erickson, Julie A. Durando, Brianna Beitling, Samuel L. Morgan, Elizabeth Kavitsky
Very little is known about how unidentified dual sensory loss (DSL) may affect education and academic outcomes for students with extensive support needs (ESN). We used data from a teacher survey on over 100,000 students with ESN who take statewide alternate assessments to identify the number of students with known and suspected DSL and the differences in characteristics between those groups. Students
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Back to Normal or New Reality? How the COVID-19 Pandemic Continues to Influence School-Based Speech-Language Pathologists at the Start of the 2023-2024 School Year. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-09-12 Lesley Sylvan,Madelyn Kwak,Madeleine Gouck,Erica Goldstein
PURPOSE The COVID-19 pandemic was a far-reaching disruptor in K-12 education beginning in the spring of 2020 when nearly all schools pivoted to remote instruction. Although the pandemic was officially declared over by the World Health Organization in May 2023, many questions remain about the long-term impact of the pandemic on K-12 education. The purpose of this study was to gain a deeper understanding
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Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-10 Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer
Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin
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Speech-Language Pathologist Self-Efficacy and Job Satisfaction: Resources in Special Education Eligibility Decisions. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-09-10 Anne C Reed,Kelly Farquharson
PURPOSE Situated within the conservation of resources theory, this study sought to understand how resources such as self-efficacy, job satisfaction, caseload size, and geographic location influence the number of data sources used by school-based speech-language pathologists (SLPs) to determine eligibility. METHOD Using a cross-sectional descriptive design, 665 school-based SLPs from the United States
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Teachers’ Special Education Referrals for Younger Children Does It Vary by School Type The Journal of Special Education (IF 1.4) Pub Date : 2024-09-10 Tina L. Fletcher, Phil H. Kim, Michael A. Gottfried, Vi-Nhuan Le
The prevalence of disability diagnoses among young children has risen significantly over recent decades. This growth has prompted inquiries into the identification processes, notably focusing on teachers who are the primary sources of referrals. While some studies have examined child age as a relevant predictor of disability referral, minimal attention has been paid to relative age—namely, if children
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Exploring Career Readiness Among Youths With Disabilities The Journal of Special Education (IF 1.4) Pub Date : 2024-09-10 Othelia EunKyoung Lee, Stella Y. Kim
Guided by the Social Cognitive Career Theory, this study aimed to further explore factors associated with career readiness among college students with disabilities. Through online survey, students with disabilities were assessed with the Career Futures Inventory–Revised (CFI-R), a 28-item assessment tool that evaluates various aspects of career adaptability, such as positive attitudes toward career
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The Effects of Self Monitoring With I-Connect to Increase On Task Behavior of Students With or at Risk for Emotional and Behavioral Disorders J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-09-09 Marissa L. Del Vecchio, Kimberly Crosland, Asha Fuller
The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students diagnosed with disabilities. The purpose of this study was to
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Toward Equity and Transparency: A Content Analysis of Florida Elementary Acceleration Policies Gift. Child Q. (IF 3.0) Pub Date : 2024-09-07 Keri M. Guilbault, Melanie S. Meyer
In 2012, Florida adopted the Academically Challenging Curriculum to Enhance Learning (ACCEL) statute establishing minimum requirements for local education agencies to provide access to accelerated learning options for eligible K–12 public school students. This study examined Florida public school district acceleration policies for elementary students one decade after the enactment of the statute. We
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Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis J. Learn. Disab. (IF 2.4) Pub Date : 2024-09-07 Emma Shanahan, Seohyeon Choi, Jechun An, Bess Casey-Wilke, Seyma Birinci, Caroline Roberts, Emily Reno
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers’ DBI knowledge, skills, beliefs, and
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Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation Journal of Emotional and Behavioral Disorders (IF 1.7) Pub Date : 2024-09-07 Güler Çetin, Jennifer L. Frank, Patricia A. Jennings
This study examined the relationships among teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily
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Understanding the Relationship Between Race and Career Intent of Teachers Serving Students With Emotional and Behavior Disorders Journal of Emotional and Behavioral Disorders (IF 1.7) Pub Date : 2024-09-04 LaRon A. Scott, Nicholas Bell
We used structure equation models to examine the career intent of special education teachers serving students with emotional and behavior disorders (EBD). Known factors of special educator attrition, including race and characteristic of students served, were considered in analyzing career intent. A total of 841 special education teachers across the United States completed the survey. Results showed
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Investigating Task Persistence in Preschool Children With Developmental Language Disorder. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-09-01 Madison Formanek,Tammie J Spaulding
PURPOSE The present study was designed to investigate persistence in preschool children with developmental language disorder (DLD) compared to similar-age peers with typical language (TL) on tasks designed to be moderately challenging, yet equivalent in difficulty for both groups. METHOD Sixteen preschool-age children with DLD were matched to 16 children with TL based on chronological age, biological
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Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-30 Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs
Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore
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Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools Except. Child. (IF 2.2) Pub Date : 2024-08-30 Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler
Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer
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Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors Except. Child. (IF 2.2) Pub Date : 2024-08-30 Alicia Ramos, Nina Steenberghs, Jeroen Lavrijsen, Luc Goossens, Karine Verschueren
This study examined the diversity in feelings of loneliness among high-ability students. Individual differences (intelligence level, giftedness label, and personality) and differences in the social context (peer acceptance, peer rejection, victimization, and friendship quantity) of adolescents were considered as predictors of loneliness. Additionally, gender differences were investigated in both the
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Long-Term Trends in Socially Maladjusted Behavior of Students With and Without Emotional and Behavioral Disorders: A 22-Year Repeated Cross-Sectional Study Behav. Disord. (IF 2.1) Pub Date : 2024-08-29 Matthew C. Lambert, Antonis Katsiyannis, John W. Maag, W. Alex Mason, Michael H. Epstein
Although the construct of social maladjustment has been used for the last six decades, relatively little research has addressed secular trends in socially maladjusted behaviors over time, and even fewer studies have addressed trends for students identified with emotional disturbance (ED). The purpose of this study was to use two nationally representative cross-sectional cohorts, one sampled in 1998
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Taking Charge of Early Childhood Transitions: Preventing Challenging Behaviors Through Engaging Routines Journal of Emotional and Behavioral Disorders (IF 1.7) Pub Date : 2024-08-29 Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano
During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners
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Service Delivery Models and Outcomes for Students With Disabilities Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-28 Lindsey Kaler, Jessica Markham, Nathan D. Jones
In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to
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Examining the Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-27 Tuan D. Nguyen, Elizabeth Bettini, Allison F. Gilmour, Christopher Redding
U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined
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Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-27 Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff
There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade
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Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children Except. Child. (IF 2.2) Pub Date : 2024-08-21 Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson
Professionals play an important role in when and how families access autism services. Black families often experience disparate access to autism services compared to White families. Family Peer Advocates (FPAs) are professionals who have personal experience with the diagnostic process, school-based supports, and community-based services, and provide training and support to families. Understanding the
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Teacher Attitudes Toward Gifted Students and Gifted Education: The Typologies of Attitudes and Their Predictors Except. Child. (IF 2.2) Pub Date : 2024-08-21 Jae Yup Jung, Jihyun Lee
This study investigated the typologies of teacher attitudes toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, surveys were administered to 339 teachers employed in a large faith-based school system in Australia. Analyses including factor analysis and latent profile analysis were performed on the data. In the end, four distinct profiles of teacher
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Personality Profiles Among Honors and Regular Undergraduate Students: Associations With Well-Being and Strategies for Coping With Stress Gift. Child Q. (IF 3.0) Pub Date : 2024-08-19 Sakhavat Mammadov, Dana Lockhart, Anne Rinn, Thomas J. Ward
The aim of this study was two-fold: (a) to explore personality profiles among honors undergraduate students and regular undergraduate students, and (b) to investigate the extent to which these profiles are associated with students’ well-being and coping strategies for stress. Using latent class analysis (LCA) on the Big Five personality traits of a total of 532 undergraduate students (229 honors students)
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A Review of Reading Interventions for Students With Moderate and Severe Intellectual Disabilities The Journal of Special Education (IF 1.4) Pub Date : 2024-08-15 Alice N. Williams
For students with moderate and severe intellectual disability (ID), reading instruction has focused on teaching sight words. However, research supports a shift in focusing instruction on reading skills such as phonemic awareness, phonics, and fluency. The purpose of this systematic literature review was to focus on the research completed with students with moderate and severe ID, discuss the reading
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A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-14 Elizabeth A. Stevens, Emily Tanner, Megan H. Mowbray
This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and
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The Elusive Meaning of Inclusive Education in Five Countries—and the United States Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-12 Douglas Fuchs
In this commentary, I reflect on the papers in this special issue that describe inclusion in five countries. More specifically, I highlight several themes among the authors’ descriptions of both progress and challenges as their respective countries try to provide students with disabilities a stronger, more inclusive educational experience. I compare and contrast this effort to efforts in the United
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Inclusive Special Education: What Do We Mean and What Do We Want? Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-12 Christopher J. Lemons, Sharon Vaughn, Abdulaziz Alsolami
The United States will soon recognize the 50th anniversary of the signing of the Education for All Handicapped Children Act of 1975. Considering the past 50 years in special education, we organized this special issue of Remedial and Special Education focused on inclusive education of students with disabilities in international contexts. Just as a broad array of educators in the US have grappled with
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Leveraging Large Administrative Data for Special Education Policy Analysis: Recent Contributions and Future Directions Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-07 Allison F. Gilmour, Leanna Stiefel
The purpose of this special issue is to explain the advantages of using administrative data generated by states and school districts for research in special education, illustrate their use in special education policy studies, and encourage more such analyses. In this introduction to the special issue, we define and distinguish large administrative data sets, discuss types of special education policy
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Context-Dependent Social Comparison and Imposter Phenomenon: An Experimental Vignette Approach Gift. Child Q. (IF 3.0) Pub Date : 2024-08-02 Kate E. Snyder, Maxwell I. Bartley, Allison Fowler
Recent research into imposter phenomenon, or internal feelings of questioning competence, has shifted away from conceptualizing the feeling as an individual characteristic that requires an individual solution toward instead examining the role of context. We used a 2 (Generational Status: First Generation vs. Continuing Generation) × 3 (Environment: Classroom vs. Peer vs. Administration) × 2 (Social
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A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study J. Learn. Disab. (IF 2.4) Pub Date : 2024-08-02 Garrett J. Roberts, Philip Capin, Anna Handy, Brooke Coté, Zaira Jimenez
We created and tested a family-based intervention with families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students’ knowledge of narrative
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A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-31 Lisa Ruble, Christopher J. Cormier, John McGrew, David M. Dueber
Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change
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Exploring Differences in Spanish- and English-Speaking Parents’ Experiences With Individualized Education Program Meetings Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-31 Jessica Mercado-Anazagasty, Anacary Ramirez, Laura A. Alba, Austin H. Johnson
This study aimed to explore the experiences of parents ( N = 177; Spanish-speaking and English-speaking parents) of children with disabilities navigating the special education process. This descriptive study collected quantitative and qualitative data through an electronic survey. Results describe Spanish- and English-speaking parent’s experience during Individualized Education Program (IEP) meetings
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Understanding Appropriate and Applicable Sex Education Instruction for People With Intellectual Disability Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-31 Melissa Stoffers, Sarah Curtiss
Although individuals with intellectual disability need sex education, little is known about the instructional practices of sex educators. To fill this gap and explore how instruction is appropriate and applicable to individuals with intellectual disability, we interviewed 58 sex educators about their instruction. Using thematic analysis, we identified four themes: (a) Deciding how to individualize:
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Leveraging Administrative Data to Study the Special Education Teacher Workforce Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-31 Allison F. Gilmour, Li Feng, Roddy Theobald
Special educator shortages have threatened the provision of services to students with disabilities since the passage of the Education for All Handicapped Children Act in 1975, since reauthorized as the Individuals with Disabilities Education Act. We conducted a systematic review of studies that used administrative data to study the special educator workforce. We identified 12 studies addressing policies
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Academic and Behavioral Strategies in Inclusive Settings for Students With EBD: A Meta Analysis Behav. Disord. (IF 2.1) Pub Date : 2024-07-31 Denise A. Soares, Judith R. Harrison, Corey Peltier, Kathryn Press
More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and meta-analysis was to evaluate strategy effectiveness for students with EBD in K–12 inclusive settings
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Prosocial Dispositions and Behaviors of the Intellectually Gifted Gift. Child Q. (IF 3.0) Pub Date : 2024-07-28 Joshua Braverman, Maykala Owens, Mark Snyder
The intellectually gifted have been found to have higher levels of many prosocial dispositions, but there is limited evidence of increased prosocial behavior. The present research used existing and original datasets to examine relations between intellectual giftedness and prosocial behavior and dispositions. In Study 1, those identified as intellectually gifted engaged in more political and helping
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The Barriers Encountered and Facilitators Desired: A Systematic Review of What Latino/x Families Experience Within Special Education Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-27 Alyssa Barrera-Lansford, Neyda J. Sánchez
Latino/x families experience barriers when navigating and accessing special education (SPED) services. Previous research has identified some of these barriers that Latino/x families encounter and facilitators to provide support for a positive SPED experience (Rios & Burke, 2020). The purpose of this study is to continue the investigation of the barriers Latino/x families face when navigating and accessing
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Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument J. Learn. Disab. (IF 2.4) Pub Date : 2024-07-26 Courtenay A. Barrett, Kathrin E. Maki, Steven R. Chesnut
Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be decision-makers’ beliefs about the underlying causes of SLD, including
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Do Mathematics and Reading Skills Impact Student Science Outcomes? J. Learn. Disab. (IF 2.4) Pub Date : 2024-07-26 Christian T. Doabler, Megan Rojo, Jenna A. Gersib, Anna-Maria Fall, Maria A. Longhi, Gail E. Lovette, Greg Roberts, Jasmine Uy, Katharina Johnson, Shadi Ghafghazi, Jason B. Phelps, Sarah R. Powell, William J. Therrien
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students’ initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed
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School Choice and Students With Disabilities: Evidence From Administrative Data Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-26 Josefina Senese, Marcus A. Winters
School choice has emerged as an alternative to traditional public education, allowing families to select schools outside their neighborhood. While extensive research has examined its impact on students overall, there is a need to focus on its specific effects on students with disabilities. This article addresses this gap by reviewing 39 quantitative studies analyzing this issue using administrative
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Inclusive Education for Students With Special Education Needs in Norway Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-26 Kari-Anne B. Næss, Silje Hokstad, Bjarte Reidar Furnes, Elisabeth Hesjedal, Jørn Østvik
This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that
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Perceived Stress, Executive Function, and Stress Regulation: Implications for Middle Schoolers’ Emotional and Behavioral Well-being Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-26 Michelle M. Cumming, Yuxi Qiu, Rachel Oblath, Stacy L. Frazier, Cristina Criado, Sharde Theodore, Gabriel Placido
Middle schoolers with or at risk for emotional and behavioral disorders (EBD) typically have a trajectory of difficult outcomes (e.g., school dropout, incarceration). Growing evidence suggests that the continuum of behavioral competence to challenges is closely linked to students’ neurocognitive executive function (EF) capacities, perceived stress (e.g., peers, school), and ability to navigate stressful
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Invoking the Divine on the Path to Inclusive Education: India’s Contextual Realities Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-07-26 Lakshmi Balasubramanian, Ipshita Banerjee
Understanding inclusive education challenges in India involves acknowledging the complex linguistic, cultural, religious, and caste-based diversity affecting marginalized groups. Ambiguity surrounds implementing the inclusion concept, necessitating critical evaluation and adaptation to align with India’s unique dynamics. Despite increased enrollment (61%), concerns persist about omitting some children
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“For Whom” and “Under What Conditions” Is MSBI Effective? A Conceptual Replication With High School Students With Autism Except. Child. (IF 2.2) Pub Date : 2024-07-25 Sarah K. Cox, Jenny R. Root, Addie McConomy, Kathryn Davis
Replications provide credibility by demonstrating under what conditions experimental findings can be repeated, the premise behind evidence-based practices. Replications in single-case research also investigate generalization of findings across groups. For groups with high variability, such as individuals with autism, assumptions of generalizability should be based on learners who are similar in critical
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Age-Expected Language and Academic Outcomes for Deaf Children With Hearing Caregivers The Journal of Special Education (IF 1.4) Pub Date : 2024-07-25 Erin Finton, Wyatte C. Hall, Michele Berke, Ronald Bye, Stuart Ikeda, Naomi Caselli
While deaf children learning American Sign Language (ASL) from deaf caregivers generally develop along typical trajectories, some have been skeptical that deaf children who have hearing caregivers—the majority of deaf children—can similarly benefit from ASL exposure. This study tracked ASL fluency and academic achievement among a large sample of children for 4 years. Children with hearing caregivers
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A Synthesis of Academic Interventions for High School Students With Behavioral and Learning Difficulties Behav. Disord. (IF 2.1) Pub Date : 2024-07-24 S. Blair Payne, Na Young Yoon
Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects
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Speech-in-Noise and Dichotic Auditory Training Students With Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-07-15 Lauren Mathews,Erin C Schafer,Kamakshi V Gopal,Boji Lam,Sharon Miller
PURPOSE Individuals diagnosed with autism spectrum disorder (ASD) often exhibit auditory processing issues, including poor speech recognition in background noise and dichotic processing (integration of different stimuli presented to the two ears). Auditory training could mitigate these auditory difficulties. However, few auditory training programs have been designed to target specific listening deficits
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A Fourth Generation of Inclusive Education: A Commentary Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-06-24 Michael L. Wehmeyer
Special education as an organized, legislatively mandated entity is roughly 50 years old in many parts of the world. Most schools around the world continue to struggle to provide inclusive education for students with disabilities, sharing common barriers and experiencing their own unique barriers. This commentary discusses international initiatives that have focused on inclusive education and proposes
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Writing in Elementary Students With Language-Based Learning Disabilities: A Pilot Study to Examine Feasibility and Promise. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-06-20 Cynthia S Puranik,Anthony Koutsoftas
PURPOSE Although children with language-based learning disabilities (LLD) demonstrate significant difficulties with writing, empirical evidence to support interventions is sparse. Therefore, the purpose of this pilot study was to examine the feasibility and promise of a writing intervention for fourth- and fifth-grade students with LLD (WILLD: writing in students with LLD). The intervention components
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The Efficacy of Story Champs for Improving Oral Language in Third-Grade Spanish-English Bilingual Students With Developmental Language Disorder. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-06-20 R J Risueño,Shelley Gray,Savannah Romeo
PURPOSE We investigated the efficacy of Story Champs for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD). METHOD We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD. Treatment was carried out over 12 sessions with approximately two sessions
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The Effectiveness of Individualized Morphosyntactic Target Identification and Explicit Intervention Using the SHAPE CODING System for Children With Developmental Language Disorder and the Impact of Within-Session Dosage. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-06-19 Susan H Ebbels,Mollie Gadd,Hilary Nicoll,Lucy Hughes,Nicola Dawson,Caroline Burke,Samuel D Calder,Pauline Frizelle
PURPOSE We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages. METHOD Eight children with developmental language disorder aged 8;0-10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min individual sessions once per week for 20 weeks. Following at
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African American Preschoolers' Performance on Norm-Referenced Language Assessments: Examining the Effect of Dialect Density and the Use of Scoring Modifications. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-06-18 Nancy C Marencin,Ashley A Edwards,Nicole Patton Terry
PURPOSE We investigated and compared the outcomes from two standardized, norm-referenced screening assessments of language (i.e., Clinical Evaluation of Language Fundamentals Preschool-Second Edition [CELFP-2], Diagnostic Evaluation of Language Variation-Screening Test [DELV-ST]) with African American preschoolers whose spoken dialect differed from that of General American English (GAE). We (a) described
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La Rana or El Rana: Dual Language Learners' Grammatical Variability in Narrative Retells. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-06-06 Svenja Gusewski,Raúl Rojas
PURPOSE This longitudinal study investigated the trajectory of Spanish article accuracy in Spanish-English dual language learners (DLLs) from preschool to first grade, addressing the need for longitudinal data on the variability of Spanish grammatical skills in DLLs in English immersion classrooms. METHOD Language sample analysis was conducted on 336 Spanish and English narrative retells elicited from
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A New Method for Documenting Sign Language Productions in Schools. Language, Speech, and Hearing Services in Schools (IF 2.2) Pub Date : 2024-06-06 Erin West,Shani Dettman
PURPOSE There are well-established guidelines for the recording, transcription, and analysis of spontaneous oral language samples by researchers, educators, and speech pathologists. In contrast, there is presently no consensus regarding methods for the written documentation of sign language samples. The Handshape Analysis Recording Tool (HART) is an innovative method for documenting and analyzing word
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Unintended Consequences of Special Education and Consideration of Change The Journal of Special Education (IF 1.4) Pub Date : 2024-05-31 Juli L. Taylor, William A. Proffitt, Jake Cornett, Wayne Sailor
This scholarly review presents a case for transforming special education rather than reauthorizing special education law in its present form and, in doing so, reconceptualizing the inclusion movement to recognize marginalizing influences. A comprehensive review of research, policy reviews, and observations of praxis is undertaken to examine current special education law. Three unintended consequences