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Understanding the Perceptions of School Engagement of Parents of Students With Autism Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-18 Samantha E. Goldman, Maria P. Mello
Family–school engagement is integral to the success of students with autism. However, limited research has examined the conceptualization of family–school engagement from the perspective of parents of children with autism. With this in mind, we conducted focus groups with 22 parents of school-age children (ages 3–21) with autism. Using qualitative analysis, the authors identified seven types of engagement
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Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-06 Samantha Gross Toews, Kathleen N. Zimmerman, Jennifer A. Kurth, Nicole Crump
Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading
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The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-05 Guy Martin, Christopher J. Lemons, Yasmina E. Haddad
Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality
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Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-01-30 Phillandra S. Smith, Beth Myers
Growing numbers of students with intellectual disability (ID) have gained access to universities and colleges through the development of inclusive postsecondary education (IPSE) programs. Despite having physical access to college and university campuses and even classroom spaces, navigating access to actual course content remains a challenge for many students and their instructors. Using semi-structured
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Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-01-30 Karolyn J. Maurer, Alexandra Sturm, Connie Kasari
This study used longitudinal special education record data from a large urban school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n =
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Training Preservice Teachers to Make Data-Based Decisions: A Comparison of Two Interventions Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-01-28 Meka N. McCammon, Katie Wolfe, Ruiqin Gao, Angela Starrett
Data-based decision-making, which involves evaluating students’ progress and making instructional decisions, is an integral competency for preservice teachers. Several studies have found that visual aids, such as decision-making models, may be an effective way to train preservice teachers to make instructional decisions. The purpose of this study was to investigate the effects of a decision-making
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Expanding Science Learning for Students With Complex Support Needs: A Case Study Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-01-28 Carly A. Roberts, Elizabeth H. Saliba, Erin M. Stewart
There is an expanding body of research focused on exploring inclusive science learning for students with complex support needs. The aim of this qualitative case study was to explore how a research partnership focused on expanding inclusive science learning for students with complex support needs (CSN) could support the learning of a focal student with autism spectrum disorder (ASD) and his general
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“Not Sure How to Approach Them the Right Way”: Nondisabled Students’ Perspectives on Friendship With Peers With I/DD Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-01-12 Zach Rossetti
Friendships are personally valuable and developmentally important relationships for all people, yet friendships between students with and without intellectual and/or developmental disabilities (I/DD) remain infrequent, even in inclusive settings. Extant research indicates that opportunity barriers may play a more prominent role in friendship development than the social skills of students with I/DD
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Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-01-08 Michele A. Schutz
Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their rural districts and the factors they perceive
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Family Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-01-02 Garret J. Hall, David C. Parker, Peter M. Nelson, Sophia N. Putzeys
We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps
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Type and Dosage of Performance Feedback Following COMPASS Consultation on Teacher and Student Outcomes Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-05-03 Lindsey N. Ogle, Lisa A. Ruble, Michael D. Toland, John H. McGrew
Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborati...
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The Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-29 Lindsay Ruhter, Meagan Karvonen
There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to in...
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Effect of Quadriceps and Hamstring Strength Relative to Body Weight on Risk of a Second ACL Injury: A Cohort Study of 835 Patients Who Returned to Sport After ACL Reconstruction Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-28 Rebecca Simonson, Ramana Piussi, Johan Högberg, Carl Senorski, Roland Thomeé, Kristian Samuelsson, Eric Hamrin Senorski
Background:Anterior cruciate ligament (ACL) injuries are common sports-related injuries with a high risk of reinjury after return to sport (RTS). Rehabilitation aims to regain symmetrical knee stre...
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Gardenia blue is not carcinogenic in the rasH2 mouse Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-28 Robert R Maronpot, Mihoko Koyanagi, Shim-mo Hayashi, Debabrata Mahapatra, Masayuki Nishino, Minoru Iniwa
IntroductionGardenia blue is currently being considered as a naturally derived food colorant for use in the global marketplace.MethodsTo assess its carcinogenic potential, 100 female and 100 male C...
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Secondary air induced flow structures and mixing in a fixed bed combustor Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-28 Awais Junejo, Sergio Chapela, Jacobo Porteiro, Yasir M Al-Abdeli
Air staging features widely in biomass combustion from small space heaters to industrial-scale moving grate systems. Whilst studies have been conducted into the impact of air staging on emissions a...
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Hegel, History, Hostility: The Persistence of War in Hegel’s Political Philosophy Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-28 Joseph Clarkson
The return of war in Europe has renewed the urgency of understanding war’s role in the interstate system. Although many theorists take a progressive view in which war is withering away, others argu...
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Multi-objective parameter optimization of ultrasonic vibration–assisted micro-EDM of Ti-6Al-4V alloys Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-28 Jinkai Xu, Shijie Xia, Peng Yu, Mingyu Li
Regarding the low machining efficiency and poor surface quality in micro-electrical discharge machining (μ-EDM) of large depth-to-diameter ratio micro-holes, this paper focuses on ultrasonic vibrat...
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A Comparison of Hospice Care Utilization Between Rural and Urban Children in Appalachia: A Geographic Information Systems Analysis Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-28 Radion Svynarenko, Guoping Huang, Jessica Keim-Malpass, Melanie J. Cozad, Kerri A. Qualls, Whitney Stone Sharp, Deb A. Kirkland, Lisa C. Lindley
Long driving times from hospice providers to patients lead to poor quality of care, which may exacerbate in rural and highly isolated areas of Appalachia. This study aimed to investigate geographic...
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The Goal Setting Challenge App: Promoting Self-Determination Through Technology Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-27 Valerie L. Mazzotti, Karrie A. Shogren, Jared H. Stewart-Ginsburg, Stephen M. Kwiatek, Mayumi Hagiwara, Danielle C. Wysenski, Richard A. Chapman
Promoting student self-determination is recognized as the best practice in secondary transition planning. Few self-determination interventions have utilized technology to provide individualized lea...
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The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-06 Nicole M. McKevett, Robin S. Codding, Kristin R. Running
Preschool students’ mastery of early numeracy skills is important, so they enter kindergarten with the necessary prerequisite skills, which are predictive of achievement in later elementary grades....
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Review of Four Preregistration Registries for Special Education Researchers Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-04-01 Jesse I. Fleming, Alan S. McLucas, Bryan G. Cook
Preregistration involves researchers publicly registering key study elements before conducting a study to increase the transparency of research and limit the use and impact of questionable research...
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Factors Influencing Educational Equity in Online Instruction for Students During Covid-19 Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-03-31 Sudha Krishnan
This qualitative study examined special education teachers’ perceptions of student success in online instruction during the pandemic school closures to isolate the key determinants in the different...
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Prevalence of Research Design in Special Education: A Survey of Peer-Reviewed Journals Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-02-16 Seth King, Lanqi Wang, Brendon Nylen, Olivia Enders
Special education policy and scholarship have increasingly emphasized the use of research, which encompasses interdependent methodological approaches designed to address specific questions. Consequ...
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Social and Emotional Intervention Research as Justice: A Case for Accountability Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-02-02 Charis L. Wahman, Angel Fettig, Kathleen Zimmerman
The field of Special Education is recognized for conducting research designed to improve the quality of life for the children and families we serve. However, our field has been criticized for empir...
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Improving Social Interactions for Young Children on the Autism Spectrum Through Parent-Mediated LEGO Play Activities Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-01-13 Gabrielle T. Lee, Yitong Jiang, Xiaoyi Hu
Given the impact of the global pandemic on children’s schooling and learning, evidence for interventions implemented by parents is urgently needed. This study aimed to evaluate the effects of a par...
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Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners Rem. Spec. Educ. (IF 3.25) Pub Date : 2023-01-11 Aaron Rachelle Campbell, Mary Rose Sallese, Julie L. Thompson, Constance J. Fournier, Meghan Allen
Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their...
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Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-11-30 Kristabel Stark, Elizabeth Bettini, Olivia Chi
Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In th...
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Matching Autism Interventions to Goals With Planned Adaptations Using COMPASS Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-11-23 Lisa Ruble, John McGrew, LeAnne Johnson, Kahyah Pinkman
To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to b...
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Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-11-14 Melina Aurora, George Farkas
One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instr...
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A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-11-08 Paloma Pérez-Clark, David James Royer, Katherine Simeroth Austin, Kathleen Lynne Lane
In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using t...
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A Systematic Review of Characteristics of Students With Emotional Disturbance in Special Education Research Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-10-17 Jason C. Chow, Ashley Morse, Hongyang Zhao, Corinne Kingsbery, Rebecca Murray, Isha Soni
We conducted a systematic literature review examining the participant characteristics of studies of students with emotional disturbance (ED) with the purpose of better understanding potential simil...
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Progress Monitoring Data for Learners With Disabilities: Professional Perceptions and Visual Analysis of Effects Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-10-15 Collin Shepley, Justin D. Lane, Devin Graley
This study serves as an initial attempt to establish content validity for graphs likely to be included in trainings targeting progress monitoring for professionals serving learners with or at risk ...
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Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-10-15 Elizabeth E. Biggs, Jennifer L. Bumble, Rebecca E. Hacker
Supporting students with complex communication needs requires collaboration within and beyond the school system. Through a state-wide survey, this quantitative descriptive study used social network...
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Systematic Review of Naturalistic Language Interventions in Schools: Child- and Adult-Level Outcomes for Verbal Communication Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-09-29 Justin D. Lane, Devin Graley, Collin Shepley, Katherine M. Lynch
Naturalistic language interventions are commonly recommended to educators when teaching children to reliably share their wants, interests, and feelings with others. Recommendations include providin...
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Evidence-Based Reading Instruction for Students with Inattention: A Pilot Study Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-08-24 Alicia A. Stewart, Sharon Vaughn, Nancy Scammacca, Elizabeth A. Swanson
Attention deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is signif...
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A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-08-20 Sun A. Kim, Diane P. Bryant, Brian R. Bryant, Mikyung Shin, Min Wook Ok
The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hie...
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Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-08-17 Allison F. Gilmour, Colin Shanks, Marcus A. Winters
Growing numbers of students are educated in charter schools, including students with disabilities (SWD). Prior research suggests that charter schools educate a smaller percentage of SWD than tradit...
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Validation of a Measure of District Systems Implementation of Positive Behavioral Interventions and Supports Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-08-09 Angus Kittelman, Sterett H. Mercer, Kent McIntosh, Kelsey R. Morris, Heather L. Hatton
District leadership teams perform key roles in building the systems to support schools in the implementation of Positive Behavioral Interventions and Supports (PBIS). However, there is a lack of me...
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Writing Interventions for Students With Intellectual and Developmental Disabilities: A Meta-Analysis Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-08-05 Derek B. Rodgers, Susan J. Loveall
Students with intellectual and developmental disabilities (IDD) are likely to experience writing challenges that can negatively impact their overall academic, vocational, and social success. The go...
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The Shifting Context of Special Education Teachers’ Work Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-07-26 Allison F. Gilmour, Tuan D. Nguyen, Christopher Redding, Elizabeth Bettini
We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how...
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Factors Associated With Parent IEP Satisfaction Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-07-22 Kelli A. Sanderson, Samantha E. Goldman
While the challenges experienced by parents during Individualized Education Programs (IEPs) meetings have been well documented, limited research has examined parent satisfaction with the IEP docume...
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Adult Talk During Book Reading for Preschoolers With ASD: Links With Literacy Outcomes Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-07-07 Colin Gasamis, Elizabeth Sanders, Roxanne F. Hudson, Michelle Chiou
Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing lit...
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Improving Numeracy Skills in First Graders with low performance in early numeracy: A Randomized Controlled Trial Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-07-04 Anita Lopez-Pedersen, Riikka Mononen, Pirjo Aunio, Ronny Scherer, Monica Melby-Lervåg
Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade chil...
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Rational Number Interventions for Students With Mathematics Difficulties: A Meta-Analysis Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-06-29 Megan Rojo, Sarah King, Jenna Gersib, Diane P. Bryant
Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, dec...
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The Role of Teacher Self-Efficacy in Special Education Teacher Candidates’ Sensemaking: A Mixed-Methods Investigation Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-06-25 Hannah M. Mathews, Anna M. Myers, Peter A. Youngs
Shifts in special education over the last 25 years have increased the pressure on special education teacher preparation programs to improve the quality of opportunities to learn provided to teacher candidates. One aspect of quality that has not been extensively explored in the literature is the interaction between the individual candidate – the learner – and preparation experiences. Using survey and
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Rethinking Rigor in Multiple Baseline and Multiple Probe Designs Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-06-11 Jennifer R. Ledford, Kathleen N. Zimmerman
A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition
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Effect of Self-Determination on Postsecondary Enrollment of English Learners With Disabilities Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-04-08 Lynn A. Newman, Audrey A. Trainor, Harold S. Javitz
We examined the effect of three components of self-determination—autonomy, empowerment, and self-realization—on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and data from the National Longitudinal Transition Study-2. Results support the hypothesis that self-determination components affect postsecondary school enrollment. English
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Exploring States’ Variations in Prevalence and Eligibility Criteria for Students With Visual Impairments Including Blindness Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-04-04 Rachel Anne Schles, Tessa McCarthy
The prevalence of students with visual impairments (VI) varies across the United States, yet no analysis exists on how individual state factors may correlate with the number of students receiving services. This study presents the results of an analysis of variations in eligibility criteria for the Individuals with Disabilities Education Act (IDEA) category “visual impairments including blindness,”
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Measuring Special Educators’ Working Conditions: A Systematic Review Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-04-02 Kristabel Stark, Elizabeth Bettini, Michelle Cumming, Kristen Merrill O’Brien, Nelson Brunsting, Corinne Huggins-Manley, Gino Binkert, Tashnuva Shaheen
Special education teachers’ (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the SET workforce, and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs’ working conditions are essential for conducting robust research on how to improve working conditions. We systematically reviewed measures of SETs’ working
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First Step Next: A Best-Evidence Synthesis of Replication Randomized Controlled Trials From 2009 to 2021 Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-03-02 Andy J. Frey, Jason W. Small, Hill M. Walker, Brandon Mitchell, John R. Seeley, Edward G. Feil, Jon Lee, Steven R. Forness
Early intervention efforts have been effective in reducing disruptive behaviors and the probability of poor developmental outcomes. Early interventions include common practice elements to improve social functioning and decrease problem behaviors that disrupt the teaching-learning process. The First Step Next intervention has been well validated across early childhood and early elementary settings.
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Reliability of Computer-Based CBMs Versus Paper/Pencil Administration for Fact and Complex Operations in Mathematics Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-02-25 Amanda M. VanDerHeyden, Robin Codding, Benjamin G. Solomon
Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes (N = 21) participated in two generalizability studies. The primary facet of interest
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Review of the Evidence Base for Peer Network Interventions for Students With Intellectual and Developmental Disabilities Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-02-22 Elizabeth E. Biggs, Sarah E. Robison
A systematic literature review was conducted to examine the evidence for peer network interventions for students with intellectual and developmental disabilities (IDD). Fifteen studies were identified and evaluated for methodological rigor using the quality indicators published by the Council for Exceptional Children (CEC) and by examining the risk of bias. Relying only on the guidelines from the CEC
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Surveying Elementary Schools’ Summer Reading Interventions in a State Policy Context Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-02-16 Deborah K. Reed, Tracy Meginnis, Seohee Park, Anna Gibbs
This study sought to better understand how schools were addressing state policies targeting summer reading interventions for students not meeting accountability standards. Survey data were gathered from 580 public and private elementary schools in one state (67% response rate) regarding the barriers to offering summer programs, characteristics of the students served, amount of instructional and enrichment
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A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-02-08 Kari-Anne B. Næss, Silje Hokstad, Liv Inger Engevik, Arne Lervåg, Elizabeth Smith
This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a business-as-usual control group (n = 53). The intervention
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The Effect of a Tier 2 Multicomponent Fraction Intervention for Fifth Graders Struggling With Fractions Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-01-26 Jihyun Lee, Diane Pedrotty Bryant, Brian R. Bryant
Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a multiple-probe design across groups. The intervention included
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Disparities in Teachers’ Access to Schools’ Collective Social Assets Based on Role, Race, and Poverty Rem. Spec. Educ. (IF 3.25) Pub Date : 2022-01-22 Loretta Mason-Williams, Elizabeth Bettini, Hannah Morris Mathews, Mildred Boveda, Wendy Rodgers
A schools’ collective social assets (i.e., school culture, administrative support, and satisfied colleagues) are especially important for beginning teachers at higher risk of attrition, including special educators, teachers of color, teachers in high-poverty schools, and teachers in schools serving predominantly students of color. These teachers often report experiencing less social support than general
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Examining the Transition Networks of Secondary Special Educators: An Explanatory Sequential Mixed Methods Study Rem. Spec. Educ. (IF 3.25) Pub Date : 2021-12-29 Jennifer L. Bumble, Erik W. Carter, Emily M. Kuntz
Successful outcomes for youth with disabilities require collaboration within and beyond the school system. Collaboration ideally includes a range of professionals across school systems, service systems, and communities coming together as part of a “transition network” to support the transition process. Using a quantitative survey of 509 secondary special educators and 25 semi-structured interviews
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An Exploration of the Relationship between PBIS and Discipline Outcomes for Students With Disabilities Rem. Spec. Educ. (IF 3.25) Pub Date : 2021-12-29 Brandi Simonsen, Jennifer Freeman, Anthony J. Gambino, Sandra Sears, Katherine Meyer, Robert Hoselton
To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a national study focused on PBIS and discipline outcomes for
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A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices Rem. Spec. Educ. (IF 3.25) Pub Date : 2021-12-29 Gena Nelson, Sara Cothren Cook, Kary Zarate, Sarah R. Powell, Daniel M. Maggin, Kevallyn R. Drake, Allyson J. Kiss, Jeremy W. Ford, Lin Sun, Daniel R. Espinas
It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research
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A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder Rem. Spec. Educ. (IF 3.25) Pub Date : 2021-12-29 So Yeon Kim, Mandy Rispoli, Rose A. Mason, Catharine Lory, Emily Gregori, Carly A. Roberts, Denise Whitford, Marie David
Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study characteristics of research studies with meeting the What