I am pleased to continue our third issue of Volume 37 with a final set of invited commentary from experts in our field. As noted in 37:1, in attempting to ensure an interesting and important look back at issues surrounding rural special education, I invited notable researchers to write about topics or issues that we know have changed significantly over the years. This issue begins with, “The Continuing Evolution of a Science for Students With Behavioral Disorders: Who, What, When, Where, and How.” Scott and Burt summarize the evolution of a science for students with emotional and behavioral disorders (EBD) in the context of who is the subject of the science; what intervention strategies yield the best results; when should practitioners intervene; where is the least restrictive environment for students with EBD; and how can schools best manage and implement the various components of successful interventions. The authors also discuss predictions and concerns for the future of instruction and support for students with EBD. In the second invited article by Johnson, Ohlson, and Shope, “Demographic Changes in Rural America and the Implications for Special Education Programming: A Descriptive and Comparative Analysis,” the authors provide the results of their study, highlighting the challenges facing rural districts as they navigate the changing demographics of the students and families they serve. Based on the results, the authors make recommendations for schooland district-based strategies and recommend to send messages to policymakers, educators, and others concerned with the education of rural youth, rural families, and rural communities about the intense needs of these groups and the responsibilities stakeholders have to meet these needs. Thank you to Drs. Scott, Burt, Johnson, Ohlson, and Mr. Shope for their outstanding contributions to the field and to Rural Special Education Quarterly (RSEQ)! The next article offers the results of a research study that examined mathematics strategy instruction that primes underlying structures of word problems using explicit instruction in a rural elementary classroom with students with and without disabilities. Griffin, Gagnon, Jossi, Ulrich, and Myers report that pretest–posttest gain on a word problem solving measure was significant for the intervention group. Although students with disabilities did not improve performance, the authors provide implications for practice and future research in rural schools. In the fourth article, Farmer, Hamm, Lee, Sterrett, Rizzo, and Hoffman provide a description of directed consultation and how educators can implement that framework to adapt the use of evidence-based practices to align strategies to the unique features and needs of rural schools, teachers, and students. The authors also discuss the establishment of rural research-practitioner partnerships with the goal of developing a broad range of directed consultation content and delivery approaches. The remaining two articles are Practice in Action pieces. First, Buchter and Riggleman discuss the use of teleconference technology. The authors make recommendations about determination of the technology as a good fit and how to individualize, plan, and implement technology to support families in rural communities. They also discuss legal and practical considerations that professionals must take into account when using teleconferencing. Finally, Pierce and Mueller discuss the unique challenges rural districts face that can impact the implementation of a multitiered system of supports (MTSS). The authors address critical issues related to successful rural implementation of a MTSS, including the presentation of three data-based strategies rural districts can employ, referred to as the rural A-B-C’s: (a) approach academic and behavior instruction simultaneously, (b) be creative with data opportunities, and (c) collaborate with purpose. Again, I would like to thank all of the authors that contributed invited commentary to Volume 37. Volume 37, Issue 4 will include a special series related to assistive technology in rural special education! I hope you enjoy this new issue and will be able to use some of the ideas in your own community of practice.

中文翻译：

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骑马围栏

我很高兴继续我们的第 37 卷第三期，并附上我们领域专家的最后一组特邀评论。正如 37:1 所指出的，为了确保对围绕农村特殊教育的问题进行有趣而重要的回顾，我邀请了著名的研究人员撰写我们知道多年来发生了重大变化的主题或问题。本期以“行为障碍学生科学的持续发展：谁、什么、何时、何地和如何”开始。Scott 和 Burt 在谁是科学主题的背景下总结了针对情绪和行为障碍 (EBD) 学生的科学发展；什么样的干预策略能产生最好的结果；从业者什么时候应该介入；哪里是对 EBD 学生限制最少的环境；以及学校如何才能最好地管理和实施成功干预的各个组成部分。作者还讨论了对未来教学和支持 EBD 学生的预测和担忧。在 Johnson、Ohlson 和 Shope 的第二篇受邀文章“美国农村的人口变化及其对特殊教育规划的影响：描述性和比较分析”中，作者提供了他们的研究结果，强调了农村地区面临的挑战，如他们在所服务的学生和家庭不断变化的人口结构中导航。根据研究结果，作者为基于学校和地区的策略提出建议，并建议向政策制定者、教育工作者和其他关注农村青年、农村家庭、和农村社区了解这些群体的强烈需求以及利益相关者为满足这些需求而必须承担的责任。感谢博士。Scott、Burt、Johnson、Ohlson 和 Shope 先生，感谢他们对该领域和农村特殊教育季刊 (RSEQ) 的杰出贡献！下一篇文章提供了一项研究的结果，该研究检查了数学策略教学，该教学在农村小学课堂上使用显式教学为有残疾和没有残疾的学生准备单词问题的基本结构。Griffin、Gagnon、Jossi、Ulrich 和 Myers 报告说，对干预组而言，在解决单词问题的测量中，前后测的增益显着。尽管残疾学生没有提高成绩，但作者为农村学校的实践和未来研究提供了启示。在第四篇文章中，Farmer、Hamm、Lee、Sterrett、Rizzo 和 Hoffman 描述了定向咨询以及教育工作者如何实施该框架以适应使用循证实践来调整策略以适应农村的独特特征和需求。学校、教师和学生。作者还讨论了建立农村研究从业者伙伴关系的问题，目的是开发广泛的定向咨询内容和交付方法。剩下的两篇文章是实践中的文章。首先，Buchter 和 Riggleman 讨论了电话会议技术的使用。作者提出了有关确定该技术是否合适以及如何个性化、计划和实施技术以支持农村社区家庭的建议。他们还讨论了专业人员在使用电话会议时必须考虑的法律和实际考虑因素。最后，皮尔斯和穆勒讨论了农村地区面临的独特挑战，这些挑战可能会影响多层次支持系统 (MTSS) 的实施。作者解决了与农村成功实施 MTSS 相关的关键问题，包括介绍农村地区可以采用的三种基于数据的策略，称为农村 AB-C：（a）同时进行学术和行为指导，（b）创造性地利用数据机会，以及 (c) 有目的的协作。再次感谢所有为第 37 卷提供特邀评论的作者。第 37 卷第 4 期将包括与农村特殊教育中的辅助技术相关的专题系列！