In this third issue of Volume 39, we are pleased to present four research reports and a program description from colleagues across the country. In the first article, Pindiprolu and Marks provide the results of an exploratory study examining the effects of two parent-implemented computer-based programs on the reading skills of students at-risk of reading failure during a summer break, as well as a description of parental and student perceptions regarding the effectiveness and desirability of the programs. The results suggest that both programs facilitated gains in phonemic awareness and phonics. The authors provide a description of the computer programs, results, implications, and limitations of the study. Next, DiMartino and Schultz provide the results of a study focused on stakeholders’ perceptions of device use in eighth grade cohort in a rural school, differences between device use by students with and without disabilities, and an awareness of student screen time exposure and its potential consequences. The authors used qualitative methods to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” The authors offer implications for practice and future inquiry. Diamond, Demchak, and Abernathy sought to understand current rural school principals’ perceptions regarding various factors impacting the selection of teacher candidates. The authors used data collected from an online, crosssectional survey to investigate these perceptions. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program; look for specific factors such as experience, those who are known in the community, cooperating/ lead teacher evaluations, and areas of licenses held among teacher candidates; and report a preference toward hiring applicants who hold a dual license in elementary and special education. Implications for practice and suggestions for future research are also discussed. The final research report is delivered by Furno, Demchak, and Bingham. In this piece, the authors describe the results of a multiple probe across participant design used to examine the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool, first, and second grade in a rural district. All participants demonstrated improved attending behaviors and compliance to directions with SFA with the focus on children who are DHH, with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. The authors describe SFA as an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses. Implications for practice and future research are also discussed. The final article in this issue focuses on supporting preservice special education teachers in rural areas to incorporate self-determination skills (e.g., self-regulation) into student learning. Rivera, McKissick, and Adams provide a description of how a special education department sought to assist preservice special educators in embedding selfregulatory behaviors within lesson plans to better promote self-determination for their students in rural communities. The authors describe the development of a self-regulation plan/checklist, how to embed self-monitoring into a lesson plan, and preliminary results of the change in programming for preservice teachers. I would like to thank all of the authors who contributed to Volume 39, Issue 3 of Rural Special Education Quarterly. I hope you enjoy this new issue and will be able to use some of the ideas in your own community of practice. As we begin another school year and semester in the throes of the COVID-19 pandemic, I wish each of you good health and safety as you begin to teach. Look forward to an upcoming issue about supporting educators during COVID-19.

中文翻译：

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骑马围栏

在第 39 卷的第三期中，我们很高兴展示来自全国各地同事的四份研究报告和一份计划说明。在第一篇文章中，Pindiprolu 和 Marks 提供了一项探索性研究的结果，该研究检查了两个家长实施的基于计算机的程序对暑假期间有阅读失败风险的学生的阅读技能的影响，并描述了家长和学生对计划的有效性和可取性的看法。结果表明，这两个程序都促进了音素意识和语音的提高。作者提供了对计算机程序、结果、影响和研究局限性的描述。下一个，DiMartino 和 Schultz 提供了一项研究的结果，该研究的重点是利益相关者对农村学校八年级学生使用设备的看法、残疾和非残疾学生使用设备的差异，以及对学生屏幕时间暴露及其潜在后果的认识。作者使用定性方法来评估学生、教师和家长对屏幕时间使用的看法以及对建议的每日屏幕时间允许量的看法。调查结果表明，学生、家长和老师认为屏幕时间“过多”。作者提供了对实践和未来调查的影响。Diamond、Demchak 和 Abernathy 试图了解当前农村学校校长对影响教师候选人选择的各种因素的看法。作者使用从网上收集的数据，横断面调查来调查这些看法。结果表明，农村校长更愿意雇用已完成传统 4 年制大学/大学预备课程的申请人；寻找具体因素，例如经验、社区中的知名人士、合作/领导教师评估以及教师候选人持有的执照领域；并报告倾向于雇用持有初级和特殊教育双重许可证的申请人。还讨论了对实践的影响和对未来研究的建议。最终研究报告由 Furno、Demchak 和 Bingham 提供。在这部作品中，作者描述了跨参与者设计的多重探测的结果，该设计用于检查声场放大 (SFA) 对聋哑或听力障碍 (DHH) 儿童的影响，并在学龄前、第一和第二阶段注册了其他诊断疾病在农村地区。所有参与者都表现出改善的参与行为和遵守 SFA 的指示，重点是 DHH 儿童，其他诊断显示出比听力同龄人更好的结果。老师们表示SFA对DHH的孩子有好处，他们会再次使用它。作者将 SFA 描述为一种有效策略，可通过增加就诊行为和促进其他诊断为 DHH 的儿童的参与来改善获得教育机会的机会。还讨论了对实践和未来研究的影响。本期的最后一篇文章侧重于支持农村地区的职前特殊教育教师将自决技能（例如，自我调节）融入学生学习中。Rivera、McKissick 和 Adams 描述了特殊教育部门如何寻求帮助职前特殊教育工作者将自我调节行为嵌入课程计划中，以更好地促进农村社区学生的自决。作者描述了自我调节计划/检查表的制定、如何将自我监控嵌入到课程计划中，以及职前教师编程变化的初步结果。我要感谢为《农村特殊教育季刊》第 3 期第 39 卷做出贡献的所有作者。我希望你喜欢这个新问题，并且能够在你自己的实践社区中使用一些想法。当我们在 COVID-19 大流行的阵痛中开始另一个学年和学期时，我祝愿你们每个人在开始教学时身体健康和安全。期待即将发布的关于在 COVID-19 期间支持教育者的问题。