ABSTRACT

Practitioner journals are one means of translating research to practice. This study explored the extent behavioral interventions for students with mild disabilities are disseminated through special education practitioner journals. Researchers reviewed 3,298 articles published between 1988 and 2017 in four prominent special education practitioner journals: Beyond Behavior, Intervention in School and Clinic, Teaching Exceptional Children, and Teaching Exceptional Children-Plus. Results suggest that the majority of practitioner articles feature behavior interventions designed to prevent behavior problems from occurring in schools, but relatively few articles shared strategies for managing behaviors as they are occurring or providing consequences after a behavior. Implications for practice and future research inquiry are reported.

摘要

从业者期刊是将研究转化为实践的一种手段。这项研究探讨了通过特殊教育从业者杂志对轻度残疾学生进行行为干预的程度。研究人员审查了1988年至2017年之间在四种著名的特殊教育从业者期刊上发表的3,298篇文章：超越行为，学校和诊所干预，教好孩子的孩子以及教好孩子的孩子加。结果表明，大多数从业者文章都采用旨在防止学校发生行为问题的行为干预措施，但是相对较少的文章分享了在行为发生时对其进行管理或在行为发生后提供后果的策略。报告了对实践和未来研究的启示。