For this first issue of the new year, we are pleased to provide six strong studies of reading, arithmetic, social behavior, pre-school policy, professional development, and communication. The articles represent the research of scholars whose previous work has been highly respected, and whose work represented in this issue will, we expect, be highly valued. In the first article, Douglas Fuchs and colleagues reported the results of a comparison of the widely used Peer Assisted Learning Strategies (PALS) in reading with the same program supplemented by a repeated reading instructional component. They found that both the standard PALS and the supplemented version improved student outcomes on multiple measures in comparison to the control condition and that students who came to instruction with weaker phonological competence benefitted more than their peers who started with greater phonological awareness. Lynn S. Fuchs and colleagues studied whether adding self-regulation and growth mindset components to a rigorous fractions instructional program improved outcomes for students at risk for or having identified learning disabilities. They reported that students in both treatment groups (the rigorous instruction and the supplemented instruction conditions) had better outcomes than those in the control condition and that the two active treatment conditions did not differ. In a report of a study examining the effects of the well-documented First Step intervention for addressing young children's behavior problems, Edward G. Feil and colleagues investigated the effectiveness of a revised program, First Step Next. They reported that the First Step Next program was implemented with fidelity, that teachers and parents rated its benefits highly, and that children who received the intervention had reduced teacherand parent-reported behavior problems. Songtian Zeng and colleagues reported the results of a study of whether preschool children with disabilities are more likely to be subjects of exclusionary disciplinary practices. They found that young children with disabilities were more than four times as likely as their non-disabled peers to have been either suspended or expelled. However, more specific factors such as attention deficit disorder, attention deficit hyperactivity disorder, or reported behavioral or conduct problems were especially strong predictors of suspension or expulsion. Continuing their work on professional development for paraprofessionals, Matthew E. Brock and colleagues examined the application of a tiered system of training for teaching assistants working with students who have severe disabilities. They found that the training practices helped paraprofessionals implement practices with fidelity and also to transfer the practices to new situations. In the final report for this issue, Ana D. Dueñas and colleagues examined the influence of a peer-mediated program on the frequency of social communications of children with Autism Spectrum Disorder (ASD). They observed that introduction of the peer-mediated program, which included many components (self-management for the typically developing peers, video models shown to the children with ASD), resulted in increasingly more frequent social communications, often reaching or exceeding the frequency of interactions among non-disabled peers. We are pleased to provide this array of articles for the readership. The authors have employed rigorous methods to address timely and important topics. We hope that readers will find these reports of research thoughtprovoking as well as stimuli for improving the education of exceptional children.

中文翻译：

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预习

对于新年的第一期，我们很高兴提供六项关于阅读、算术、社会行为、学前政策、专业发展和交流的强有力的研究。这些文章代表了学者们的研究，他们以前的工作受到了高度的尊重，我们预计他们在本期的工作将受到高度重视。在第一篇文章中，Douglas Fuchs 及其同事报告了在阅读中广泛使用的同伴辅助学习策略 (PALS) 与辅以重复阅读教学组件的相同程序的比较结果。他们发现，与控制条件相比，标准 PALS 和补充版本在多项措施上都提高了学生的成绩，并且语音能力较弱的学生比开始时语音意识更强的同龄人受益更多。Lynn S. Fuchs 及其同事研究了在严格的分数教学计划中添加自我调节和成长心态组件是否可以改善有学习障碍风险或已确定学习障碍的学生的结果。他们报告说，两个治疗组（严格教学和补充教学条件）的学生都比对照组的学生有更好的结果，并且两种积极的治疗条件没有差异。在一份研究有据可查的“第一步”干预解决幼儿行为问题的研究报告中，Edward G. Feil 及其同事调查了修订后的“下一步第一步”计划的有效性。他们报告说，First Step Next 计划忠实地实施，教师和家长对其好处评价很高，接受干预的儿童减少了教师和家长报告的行为问题。Songtian Zeng 及其同事报告了一项关于残疾学龄前儿童是否更可能成为排斥性纪律处分对象的研究结果。他们发现，残疾幼儿被停学或开除的可能性是非残疾同龄人的四倍多。然而，更具体的因素，如注意力缺陷障碍、注意力缺陷多动障碍或报告的行为或行为问题，是停学或开除的特别强的预测因素。Matthew E. Brock 及其同事继续他们的辅助专业人员专业发展工作，研究了分层培训系统在与严重残疾学生一起工作的助教中的应用。他们发现培训实践有助于辅助专业人员忠实地实施实践，并将实践转移到新的情况下。在本期的最终报告中，Ana D. Dueñas 及其同事研究了同伴中介项目对自闭症谱系障碍 (ASD) 儿童社交交流频率的影响。他们观察到，引入同伴中介计划，其中包括许多组成部分（典型发展同伴的自我管理，向 ASD 儿童展示的视频模型）导致越来越频繁的社交交流，通常达到或超过非残疾同龄人之间的互动。我们很高兴为读者提供这一系列的文章。作者采用了严格的方法来解决及时和重要的主题。我们希望读者会发现这些研究报告发人深省，并为改善特殊儿童的教育提供刺激。经常达到或超过非残疾同龄人之间的互动频率。我们很高兴为读者提供这一系列的文章。作者采用了严格的方法来解决及时和重要的主题。我们希望读者会发现这些研究报告发人深省，并为改善特殊儿童的教育提供刺激。经常达到或超过非残疾同龄人之间的互动频率。我们很高兴为读者提供这一系列的文章。作者采用了严格的方法来解决及时和重要的主题。我们希望读者会发现这些研究报告发人深省，并为改善特殊儿童的教育提供刺激。