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The Past, Present, and Future of Research on Mathematical Giftedness: A Bibliometric Analysis Gift. Child Q. (IF 2.409) Pub Date : 2024-04-26 Atilla Özdemir, Yasemin Sipahi, A. Kadir Bahar
There is a well-established historical background of research on mathematical giftedness that can be traced back to the early 1900s. An overarching purpose of this research was to review and explore the existing research and its evolution since its emergence in educational and psychological studies. Thus, we examined the past, present, and future of research on mathematical giftedness using a bibliometric
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Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-25 Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards
Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness
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Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-25 Allison R. Lombardi, Graham G. Rifenbark, Karrie A. Shogren, Ashley Taconet, Tyler A. Hicks
In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization)
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Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders Except. Child. (IF 4.091) Pub Date : 2024-04-24 Anne Barwasser, Sarah Schulze, Chiara Gieseler, Matthias Grünke
Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number
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A Review of U.S. Policy Guidance and Legislation on Restraint and Seclusion in Schools: Considerations for Improvement Except. Child. (IF 4.091) Pub Date : 2024-04-18 Laura Kern, Heather Peshak George, Lauren L. Evanovich, Jennifer M. Hodnett, Jennifer Freeman
Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy. The current study seeks to extend previous research
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Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-13 Kaitlyn G. O’Hagan, Leanna Stiefel
Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using large administrative data, as well as review the methodology
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The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-12 Amber Benedict, Alexandra Lauterbach, Mary Brownell, Yujeong Park, Germaine Koziarski
Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore
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Inclusive Education in South Korea Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-08 Uijung Kim, Aehwa Kim, Byeongryong Kim, Jieun Baek
Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according
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Current Issues and Future Directions of Inclusive Education in Japan Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-05 Akiko Kaizu, Munehisa Tamaki
Inclusive education in Japan was developed on the foundation of special needs education (SNE), which began in the early 2000s. There are various arguments as to whether the current multi-track system of SNE extending from segregated special needs schools to general education classrooms will lead to inclusive education, which is the goal of the Convention on the Rights of Persons with Disabilities.
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The Educational Journey of Students With Disabilities in Saudi Arabia: From Isolation to Inclusive Education Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-05 Abdulaziz Alsolami
In recent years, the Kingdom of Saudi Arabia has put considerable effort toward improving justice and equity for people with disabilities in education. One of the three main dimensions of Saudi Arabia’s Vision 2030 program is to support all citizens, especially those with disabilities. However, more efforts are still needed to achieve meaningful inclusive education. This analysis sheds light on the
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Teacher Responsiveness and Instruction for Verbal Aggression Victimization: Survey Results of Secondary Students With Emotional and Behavioral Disorders Journal of Emotional and Behavioral Disorders (IF 1.889) Pub Date : 2024-04-05 Daniel V. Poling, Stephen W. Smith, Jia Ma, Yuxi Qiu
Students identified with emotional and behavioral disorders (EBDs) often have difficulty with social adjustment and academic achievement, engaging in problem behaviors such as defiance, rule-breaking, and truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) is the most frequent form of aggression in schools; however, little is known about
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Gifted Children and Psychiatric Disorders: Is the Risk Increased Compared With Their Peers? Gift. Child Q. (IF 2.409) Pub Date : 2024-04-04 Hasan Cem Aykutlu, Fatih Dereli, Bahadır Turan, Tuğba Türk Kurtça, Onur Burak Dursun
This study examined the prevalence and correlates of psychopathology in gifted children (GC) and explored whether giftedness confers protection or risk for mental health problems. We used a comparative design to analyze a population-based sample of 100 GC and 100 controls matched by age and sex in Turkey. We assessed psychiatric diagnoses with the Development and Well-Being Assessment (DAWBA), a valid
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Who’s Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students Gift. Child Q. (IF 2.409) Pub Date : 2024-04-04 Scott J. Peters, Angela Johnson, Matthew C. Makel, James S. Carter
Students who are Black or Hispanic have long been disproportionately represented in K–12 gifted and talented services. However, there are schools that have diverged from this trend by identifying atypically high numbers of Black and Hispanic students. In this conceptual replication of Peters and Johnson, we present predictors of whether a school offers gifted services (i.e., access) and representation
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Confronting the Gordian Knot: Disentangling Gifted Education’s Major Issues Gift. Child Q. (IF 2.409) Pub Date : 2024-04-04 Del Siegle, Talbot S. Hook, Kenneth J. Wright
What are the key challenges facing the field of gifted education? In this qualitative study, we posed this question to some of the field’s eminent leaders and scholars. Overwhelmingly, our respondents mentioned problems of diversity, equity, inclusion, and accessibility (DEIA). Respondents also discussed problems concerning identification, the limited use of research-based practices, and insufficient
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A Comparison of Gifted Children and Children With Low, Average, and Above-Average Cognitive Abilities in Sensory Processing Sensitivity in the Primary School Context Gift. Child Q. (IF 2.409) Pub Date : 2024-04-04 H. Elise Samsen-Bronsveld, Anouke W. E. A. Bakx, Stefan Bogaerts, Sanne H. G. Van der Ven
High sensitivity is often considered a characteristic of giftedness, but scientific evidence for this is limited. Therefore, this study aimed to investigate whether gifted children rate themselves higher in sensory processing sensitivity (SPS) than their peers. A total of 882 children from Grades 4, 5, and 6 of primary school participated. They all completed a cognitive ability test (COVAT-3) and two
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Theoretical and Methodological Diversity of Exceptional Children Scholarship Except. Child. (IF 4.091) Pub Date : 2024-04-03 Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan
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Outcome-Reporting Bias in Special Education Intervention Research Using Experimental and Quasi-Experimental Group Designs: A Conceptual Replication Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-03 Elizabeth Talbott, Daniel M. Maggin, Meveryn Chua, Lauren Ashley, Xiaohong Chen, Philippa A. Chin, Mary Kate Curry
We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found that statistically significant intervention outcomes from
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What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools J. Learn. Disab. (IF 3.407) Pub Date : 2024-04-02 Garret J. Hall, Peter M. Nelson, David C. Parker
School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental
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A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions J. Posit. Behav. Interv. (IF 2.597) Pub Date : 2024-03-30 Lydia A. Beahm, Bryan G. Cook, Alan McLucas, Kaci Ellis, Catherine P. Bradshaw
Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,’ students,’ and families’ perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of
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Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-28 Jesse I. Fleming, Sarah Emily Wilson, Daniel Espinas, Wilhelmina van Dijk, Bryan G. Cook
Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey to conduct a preliminary examination of the knowledge, attitudes, perceived norms, and behavioral intent of 155 special education researchers for three open practices: preregistering
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Comparison of the What Works Clearinghouse Standards for Single-Case Research: Applications for Systematic Reviews Behav. Disord. (IF 3.164) Pub Date : 2024-03-28 Catharine Lory, Emily Gregori
Systematic reviews of single-case experimental research (SCER) in special education often use the What Works Clearinghouse (WWC) Standards to assess the methodological rigor of studies within a given literature base. While significant changes were made between the two most recent versions of the WWC standards, no research to date has evaluated the extent to which these standards would result in different
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The Effects of Project-Based Learning on Student Behavior and Teacher Burnout in an Emotional/Behavioral Support Classroom Journal of Emotional and Behavioral Disorders (IF 1.889) Pub Date : 2024-03-27 Jonte’ C. Taylor, L. Meghan Allen, Jared Van, Michele Moohr
Teaching is one of the most stressful occupations in America. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers
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Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-25 Elizabeth Bettini, Michelle M. Cumming, Alexandra A. Lauterbach, Hannah Morris Mathews
Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held
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Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-25 Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them
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Social (Dis)Integration: Using Social Ties and Networks to Understand Potential Sources of and Leverage Points for Middle School Special Education Teachers’ Burnout Journal of Emotional and Behavioral Disorders (IF 1.889) Pub Date : 2024-03-22 Jill V. Hamm, David Lee, Thomas W. Farmer
Teachers’ social ties to colleagues are a key conduit of instructional and classroom management resources, and social and emotional support to meet teaching challenges. We argue that special education teachers’ formal and informal collegial ties are malleable contributors to factors that undergird their burnout. Using middle schools as an example, we use social network constructs and longitudinal analyses
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Teacher Experiences of Restraint Events and School District Policies on the Use of Restraint with Children With Disabilities Behav. Disord. (IF 3.164) Pub Date : 2024-03-20 Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins, Megan P. Fedewa
Physical restraint is an emergency procedure restricting the movement of an individual and is used in events where students pose an imminent threat of physical harm to themselves or others. Students with disabilities are subjected to these procedures seven times more than typically developing students. Over the past decade, there has been substantial policy reform on the use of restraint; however,
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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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The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis J. Posit. Behav. Interv. (IF 2.597) Pub Date : 2024-03-12 John L. Davis, Hunter C. King, Keith C. Radley, Cambria M. Corsi, Hilary J. Jensen, William R. Jenson
The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects
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Behavior, Paperwork, Instruction, & Supervision. . . Oh My!: A Review of the Literature on Mentorship for Teachers of Children With EBD Journal of Emotional and Behavioral Disorders (IF 1.889) Pub Date : 2024-03-11 Gwendolyn K. Deger, Michele Moohr, Benjamin Riden, Jonte Taylor
The role of a special educator is one of many different hats, including teacher, interventionist, comforter, parent, counselor, therapist, and administrator. These varying roles, particularly when working with students with emotional behavioral disorders, create one of the most emotionally taxing and challenging jobs in public education, which in turn leads to increased educator burnout and attrition
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A Quantitative Systematic Literature Review of Self-Monitoring Components Within Mathematics Instruction and Intervention Except. Child. (IF 4.091) Pub Date : 2024-03-08 Marah Sutherland, Cayla Lussier, Gena Nelson, Marissa Pilger Suhr, Janice Fong, Jessica Turtura, Ben Clarke
The purpose of this quantitative systematic literature review was to identify and describe published mathematics studies from 1980 to 2021 that incorporated a self-monitoring component ( k = 22 studies; N = 1,787 students). We examined specific self-monitoring procedures, instructional contexts, implementation variables, and methodological quality. For inclusion, studies needed to (a) include self-monitoring
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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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A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications J. Posit. Behav. Interv. (IF 2.597) Pub Date : 2024-03-06 Sharon R. Mittiga, Nerelie C. Freeman, Brett E. Furlonger, Perrin Chan, Erin S. Leif
This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent
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Stress Management Programs for Special Education Teachers Journal of Emotional and Behavioral Disorders (IF 1.889) Pub Date : 2024-03-06 Colleen L. Eddy, Keith C. Herman, Wendy M. Reinke
Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn can be modeled for students in their classrooms. Encouraging
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Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model Journal of Emotional and Behavioral Disorders (IF 1.889) Pub Date : 2024-03-06 Molly Dawes, Brittany I. Sterrett, Debbie S. Brooks, David L. Lee, Jill V. Hamm, Thomas W. Farmer
More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students
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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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The Pandemic Experiences of Special Education Teachers in Georgia: A Mixed Methods Study The Journal of Special Education (IF 1.968) Pub Date : 2024-03-04 Karin M. Fisher, Kelly E. Standridge, Laura M. Echezabal, Edie G. Grice, Adia Greer
A sequential explanatory mixed methods study was conducted to determine Georgia special education teachers’ (SETs) pandemic experiences. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that SETs experienced challenges, benefits, and concerns when they returned to their classrooms. Although they reported feeling professionally supported during remote
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Graph Out Loud: Pre-Service Teachers’ Data Decisions and Interpretations of CBM Progress Graphs J. Learn. Disab. (IF 3.407) Pub Date : 2024-02-28 Jessica R. Toste, Marissa J. Filderman, Nathan H. Clemens, Erica Fry
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively
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Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility Journal of Emotional and Behavioral Disorders (IF 1.889) Pub Date : 2024-02-27 Joseph Calvin Gagnon, Sungur Gurel, Brian R. Barber, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert
To address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher–student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure
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Separate School Placement for Students With Extensive Support Needs and the Potential Impact of Locale and Charter School Enrollment The Journal of Special Education (IF 1.968) Pub Date : 2024-02-26 Jessica A Bowman, Yi-Chen Wu, Shawnee Wakeman, Gail Ghere, Holly Johnson
Separate school placements persist for students with extensive support needs (ESN) despite longstanding federal mandates for all students with disabilities to be educated in the least restrictive environment. This study extends research on separate school placement for students with ESN to explore the potential impact of locale and charter school policy by determining (1) the percentage of separate
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Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models J. Posit. Behav. Interv. (IF 2.597) Pub Date : 2024-02-24 Bradley S. Bloomfield, Russell A. Fox, Erin S. Leif
Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering
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Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs Behav. Disord. (IF 3.164) Pub Date : 2024-02-19 Allison M. Kroesch, Sarah Southall, Nancy Welsh-Young, Katherine N. Peeples
Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained elementary classroom for students with high-intensity behavioral support needs. Each paraprofessional used constant time delay to support students’
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Analysis of Literacy Content in IEPs of Students With Complex Support Needs The Journal of Special Education (IF 1.968) Pub Date : 2024-02-15 Alison L. Zagona, Kirsten R. Lansey, Jennifer A. Kurth, Roxanne Loyless, Elizabeth A. Stevens
The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements
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Knowledge, Application, and Self-Efficacy in Implementing Behavior Management Strategies: A Brief Report on Preliminary Findings From Secondary Data Behav. Disord. (IF 3.164) Pub Date : 2024-02-13 Stacy N. McGuire, Yan Xia, Hedda Meadan
Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for students who engage in internalizing and/or externalizing
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Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders Behav. Disord. (IF 3.164) Pub Date : 2024-02-10 Brittany LaBelle, Joseph Calvin Gagnon, Diana Joyce-Beaulieu, Jodi Lane, Nicholas Gage, John Kranzler, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert, Shelbretta Ball
This study examined the clinical utility of the Massachusetts Youth Screening Instrument-Second Version (MAYSI-2) among African American (AA) incarcerated youth and used White incarcerated youth as a comparison group. Data were analyzed for 314 incarcerated youth (193 AA offenders and 121 White offenders) of ages 13–17 years that were adjudicated delinquent from a Southeastern United States medium
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Derivational Morphology Training in French-Speaking, 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does it Improve Morphological Awaraness, Reading and Spelling Outcome Measures? J. Learn. Disab. (IF 3.407) Pub Date : 2024-02-07 Estelle Ardanouy, Pascal Zesiger, Hélène Delage
Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in individuals with DD, ages 9 to 14 years, in order to assess its effect on: morphological awareness, reading (speed and accuracy), and spelling. Our pre–posttest design included a group
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The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support Behav. Disord. (IF 3.164) Pub Date : 2024-02-05 Kristen L. Granger, Jason C. Chow, Leigh McLean, Natalie Vallarta, Emma Dear, Kevin S. Sutherland
The purpose of this study was to examine the relation between teachers’ reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom quality. A series of multiple regression models, adjusting
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A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities Behav. Disord. (IF 3.164) Pub Date : 2024-02-05 David E. Houchins, Richard G. Lambert, Christopher Henrich, Joseph Calvin Gagnon
A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and
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High-Probability Request Sequence to Increase Compliance of Children With Autism Spectrum Disorder: A Meta-Analysis Behav. Disord. (IF 3.164) Pub Date : 2024-02-05 Kubra Sayar, Emrah Gulboy, Serife Yucesoy-Ozkan, Muhammet Sait Baran
Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the presentation of two-to-five easy or known tasks with a high
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Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students With ADHD Behav. Disord. (IF 3.164) Pub Date : 2024-01-31 Keetam D. F. Alkahtani
Students with attention-deficit/hyperactivity disorder (ADHD) may engage in disruptive classroom behaviors. The Caught Being Good Game (CBGG) has been identified as an intervention for managing class-wide behaviors. The purpose of the current study was to evaluate the effect of the CBGG in increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) among target
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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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Dysgraphia Differs Between Children With Developmental Coordination Disorder and/or Reading Disorder J. Learn. Disab. (IF 3.407) Pub Date : 2024-01-29 Caroline Jolly, Marianne Jover, Jérémy Danna
Handwriting deficits, or dysgraphia, are present in several neurodevelopmental disorders. To investigate whether dysgraphia differs according to the associated disorder, we performed a detailed analysis of handwriting in children with developmental coordination disorders (DCD), reading disorder (RD), or comorbid RD and DCD. Handwriting deficits were investigated at the product (quality of the trace)
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The Changing Role of the District PBIS Coordinator Throughout the Stages of Implementation J. Posit. Behav. Interv. (IF 2.597) Pub Date : 2024-01-29 Alice J. Amaya, Lisa Amundson
Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students’ social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting school-level PBIS implementation. However, further
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A National Survey of the Writing Instructional Practices of Teachers of Students With Visual Impairments The Journal of Special Education (IF 1.968) Pub Date : 2024-01-29 Derek B. Rodgers, Michael Hebert, Mackenzie E. Savaiano, Natalie A. Koziol, Pamela Shanahan Bazis
Despite the importance of writing skill development, we know very little about how writing instruction is provided to students with visual impairments (VI) with and without co-occurring disabilities (e.g., multiple disabilities, deaf-blindness). The purpose of this study was to survey a national sample of teachers of students with visual impairments (TSVIs) on several important constructs, including
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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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Considerations of Academically Talented Students’ Homeschooling Families for Returning to Traditional Schools Gift. Child Q. (IF 2.409) Pub Date : 2024-01-28 Michael S. Matthews, Jennifer L. Jolly, Matthew C. Makel, Ahmed Almhawes, Kimberleigh S. Daniels, Julia H. Wojciechowski
Parent-led, home-based education, or homeschooling, has grown rapidly over recent decades with participation rates increasing more than 100-fold to now nearly one in 25 students nationwide in the United States. However, the research base has not grown correspondingly, and homeschoolers remain understudied. We systematically surveyed a population of homeschooling families ( N = 881 responses) who had
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What Happens After Nomination? Evaluating the Probability of Gifted Identification With the Torrance Test of Creative Thinking Gift. Child Q. (IF 2.409) Pub Date : 2024-01-28 Lindsay Ellis Lee, Anne N. Rinn, Karen E. Rambo-Hernandez
The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, contribute to the probability of being identified as gifted especially with underrepresented populations. Using nominated students ( n = 1,191) from a diverse
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Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs Behav. Disord. (IF 3.164) Pub Date : 2024-01-27 Marney S. Pollack, Blair P. Lloyd, Gabrielle E. Crowell, Matthew A. Santini, Elizabeth E. Biggs
Interdisciplinary collaboration is critical to address the multiple and varied needs of students with social/emotional and behavioral (SEB) challenges. Yet little is known about the nature of collaboration between two specialist groups who commonly support them: behavior analysts and mental health specialists. Considering expectations for collaboration, and the potential challenges unique to this partnership