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Open Science and Single-Case Design Research Rem. Spec. Educ. (IF 2.817) Pub Date : 2021-03-20 Bryan G. Cook, Austin H. Johnson, Daniel M. Maggin, William J. Therrien, Erin E. Barton, John Wills Lloyd, Brian Reichow, Elizabeth Talbott, Jason C. Travers
Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and reproducible, has been proposed as one approach to increase
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Registered Reports in Special Education: Introduction to the Special Series Rem. Spec. Educ. (IF 2.817) Pub Date : 2021-03-20 Bryan G. Cook, Daniel M. Maggin, Rachel E. Robertson
This article introduces a special series of registered reports in Remedial and Special Education. Registered reports are an innovative approach to publishing that aim to increase the credibility of research. Registered reports are provisionally accepted for publication before a study is conducted, based on the importance of the research questions and the rigor of the proposed methods. If provisionally
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Equating and Assigning Targets in the Adapted Alternating Treatments Design: Review of Special Education Journals Rem. Spec. Educ. (IF 2.817) Pub Date : 2021-03-01 Tom Cariveau, Casey Irwin Helvey, T. Kristina Moseley, Julie Hester
The current review examined the prevalence of the adapted alternating treatments design (AATD) across 22 special education journals and methods to equate and assign target sets to experimental conditions in the AATD. Since the seminal description of the design in 1985, a total of 49 articles were published using the AATD across 12 of the reviewed journals. The most prominent methods of equating target
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Open Access in Special Education: A Review of Journal and Publisher Policies Rem. Spec. Educ. (IF 2.817) Pub Date : 2021-03-01 Jesse I. Fleming, Bryan G. Cook
Open-access (OA) options, including preprints and postprints, provide free access to research, accelerate the dissemination of academic work, are associated with increased impact of scholarly work, and may aid in dissemination of null results. However, OA publishing is not an established practice for many special education researchers, and journal and publishers’ policies regarding OA are not always
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Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students Rem. Spec. Educ. (IF 2.817) Pub Date : 2021-02-15 Christian T. Doabler, William J. Therrien, Maria A. Longhi, Greg Roberts, Katherine E. Hess, Steven A. Maddox, Jasmine Uy, Gail E. Lovette, Anna-Maria Fall, Georgia L. Kimmel, Sarah Benson, Victoria J. VanUitert, Sarah Emily Wilson, Sarah R. Powell, Victor Sampson, Paul Toprac
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were
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A Systematic Review of How Peer-Mediated Interventions Impact Students Without Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2021-02-08 Hilary E. Travers, Erik W. Carter
Peer-mediated interventions (PMIs) offer substantial academic and social benefits to adolescents served under the special education categories of intellectual disability, autism, and multiple disabilities (i.e., intellectual and developmental disabilities [IDD]). However, limited attention has focused on the impact of PMI on participating peers without disabilities. This systematic review identified
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The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms Rem. Spec. Educ. (IF 2.817) Pub Date : 2021-01-27 Sheida K. Raley, Karrie A. Shogren, Graham G. Rifenbark, Kathleen Lynne Lane, Jesse R. Pace
Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination
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Introduction to the Special Series: The Evidence for Universal Social Emotional Intervention Effectiveness From Randomized Control Trials for Students With or at Risk for Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2021-01-07 Melissa Stormont, Wendy M. Reinke
This article is an introduction to the special issue on universal social emotional interventions and students with or at risk for disabilities. A series of studies across development demonstrate that students with or at risk for disabilities benefit from universal intervention while they are in general education classrooms. A conceptual framework in which universal interventions are considered vital
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A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-12-29 Dosun Ko, Dian Mawene, Kate Roberts, Joan J. Hong
Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility
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Corrigendum Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-12-14
Corrigendum to: “Taub, D., Apgar, J., Foster, M., Ryndak, D. L., Burdge, M. D., & Letson, S. (2020). Investigating the alignment between English Language Arts curricula developed for students with significant intellectual disability and the CCSS. Remedial and Special Education, 41(5), 284–295. https://doi.org/10.1177/0741932519843184”
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Factors Related to Extended Time Use by College Students With Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-11-22 Nicholas Gelbar, Joseph Madaus
Extended time to complete course examinations is the most commonly provided accommodation to students with disabilities in postsecondary institutions. However, there is a paucity of studies that examine the use and influence of extended time in true testing situations. The present study examined test accommodation used by 596 students with disabilities at a large research university. These students
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A Randomized Controlled Trial of MTSS-B in High Schools: Improving Classroom Management to Prevent EBDs Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-11-19 Catherine P. Bradshaw, Elise T. Pas, Katrina J. Debnam, Sarah Lindstrom Johnson
This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing
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A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-10-29 Mikyung Shin, Diane P. Bryant, Sarah R. Powell, Pyung-Gang Jung, Min Wook Ok, Fangjuan Hou
In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of
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Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-10-23 Samantha G. Daley, Michael F. McCarthy
This systematic review examines the social and emotional learning (SEL) intervention literature to address questions of whether and how students with disabilities are considered in studies of universal SEL interventions in middle and high schools. From the articles identified for initial review (n = 4,355), 166 met the inclusionary criteria. Among these, 19 studies explicitly mentioned including students
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The Effects of Social Skill Interventions for Adolescents With Autism: A Meta-Analysis Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-09-11 Salena Babb, Tracy J. Raulston, David McNaughton, Joo-Young Lee, Rachel Weintraub
Communicating with peers often poses challenges for individuals with autism spectrum disorder (ASD); these social interactions, however, can be especially difficult during the teenage years. For many adolescents with ASD, peer interaction is often limited or nonexistent, even for those taught in general education settings. The purpose of this meta-analysis was to investigate social interaction interventions
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Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-08-19 Brian A. Bottge, Xin Ma, Linda J. Gassaway, Megan Jones, Meg Gravil
Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest–posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess
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The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-07-28 Shelley R. Hart, Celene Domitrovich, Dennis D. Embry, Kimberly Becker, April Lawson, Nicholas Ialongo
A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes
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The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-07-13 Wendy M. Reinke, Melissa Stormont, Keith C. Herman, Nianbo Dong
Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits
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Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-07-13 Anjali J. Forber-Pratt, Gabriel J. Merrin, Dorothy L. Espelage
This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students aged 14 to 18 years (MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education Program (IEP) or as having a disability. Students completed
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Professional Development to Support Teachers’ Implementation of Intensive Reading Intervention: A Systematic Review Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-06-26 Kristen L. McMaster, Kristi Baker, Rachel Donegan, Maria Hugh, Katherine Sargent
Many educators are unprepared to meet the needs of students with the most intensive reading intervention needs. The purpose of this review was to identify how researchers have provided professional development (PD) to support educators’ implementation of intensive reading interventions, the extent to which these approaches included essential PD elements, and how researchers have measured implementer
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A Sociocognitive Discourse Analysis of Monolingual Ideology and Bias in Special Education Partnerships Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-06-24 Sumin Lim, Gregory A. Cheatham
Communication difficulties between immigrant families, who are non-native English speakers, and special education professionals lead to unsuccessful family–professional partnerships. Such difficulties are often attributed to families’ low English proficiency or to limited access to quality language services. Other sources of partnership issues are occasionally overlooked. Consequently, special education
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Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-06-08 James Sinclair, Keith C. Herman, Wendy M. Reinke, Nianbo Dong, Melissa Stormont
Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training
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Exploring the Landscape of Published Mixed Methods Research in Special Education: A Systematic Review Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-06-02 Catherine Corr, Melinda R. Snodgrass, Hailey Love, Ian M. Scott, Jiye Kim, Laurie Andrews
Mixed methods research is a robust and growing methodology in many fields, including education. We drew upon the influential work of Greene et al., Ivankova and Kawamura, and Alise and Teddlie to explore the landscape of published mixed methods research in special education. We conducted a systematic literature review of 15 top-ranked journals in special education from 2007 to July 2019. Specifically
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Special Educators’ Working Conditions, Self-Efficacy, and Practices Use With Students With Emotional/Behavioral Disorders Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-06-01 Michelle M. Cumming, Kristen Merrill O’Brien, Nelson C. Brunsting, Elizabeth Bettini
Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators’ provision of effective instructional or behavior management
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Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-05-30 Krystal L. Werfel, Stephanie Al Otaiba, Young-Suk Kim, Jeanne Wanzek
The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children (N = 529) completed measures of spelling, early word
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A Systematic Review of the Ethics of Punishment-Based Procedures for Young Children With Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-05-30 Elizabeth A. Pokorski, Erin E. Barton
Punishment-based procedures are used to reduce challenging behavior in both special education and applied behavior analytic practices. Although commonly effective, these interventions are associated with an increased level of risk, making their use controversial. However, no research has specifically analyzed the extent to which researchers comply with the ethical standards of the professional organizations
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The Influence of Behavior on Performance Within a Word-Problem Intervention for Students With Mathematics Difficulty Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-05-30 Sarah A. Benz, Sarah R. Powell
Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 third-grade students with and without mathematics difficulty (MD). Compared with students without MD, students with MD demonstrated higher rates of externalizing and internalizing behaviors. We then randomly assigned
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Measuring the Implementation of UDL in Classrooms and Schools: Initial Field Test Results Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-03-06 James D. Basham, J. Emmett Gardner, Sean J. Smith
The design, flexibility, and iterative nature that is inherent to Universal Design for Learning (UDL) makes it difficult to consistently measure. With federal policy encouraging the implementation of UDL, there is an increased need for practitioners to reliably measure the occurrence of UDL. The UDL Observation Measurement Tool (UDL-OMT) was developed to measure UDL implementation in classrooms. This
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Introduction to Remedial and Special Education’s Special Issue on Universal Design for Learning Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-03-05 Margaret E. King-Sears
This special series of Remedial and Special Education features four articles about universal design for learning (UDL). One intervention study describes learning outcomes for middle school students with extensive support needs. These students receive schema-based instruction that is further developed, based on students’ characteristics, using the UDL guidelines. Another intervention study examines
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FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-03-05 Kristine Jolivette, Jeffrey R. Sprague, Nicole C. Swoszowski, Kent McIntosh, Sara Sanders
A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult behaviors and systems. There is limited understanding
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Using the PBIS Framework to Meet the Mental Health Needs of Youth in Juvenile Justice Facilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-03-05 Skip Kumm, Sarup R. Mathur, Michelle Cassavaugh, Erin Butts
Youth in juvenile justice facilities may experience symptoms of mental health disorders and trauma at a higher rate than their normative peers. As a result, juvenile justice facilities have become de facto mental health agencies, resulting in an increased need to provide interventions that can meet the various needs of their residents. Embedding mental health and trauma-informed care into tiered facility-wide
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Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-02-24 Margaret E. King-Sears, Todd M. Johnson
Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with
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Effects of Teacher- Versus Application-Delivered Instruction on the Expressive Vocabulary of At-Risk Preschool Children Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-01-24 Lindsay R. Dennis, Kelly J. Whalon
A repeated acquisition (RA) design was used to compare the effectiveness of research-based instruction embedded in repeated storybook reading facilitated by an adult or tablet application (app) on ...
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Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-01-20 Jeffrey Sprague, Kristine Jolivette, Lauren J. Boden, Eugene Wang
In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional facilities, both detention and long term, as well as state
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Staff and Youth Buy-In Ideas for Initial and Sustainable Facility-Wide Positive Behavior Intervention and Supports Implementation Within Residential and Juvenile Facilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-01-10 Lauren J. Boden, Robin Parks Ennis, Lester Allen, Davashia Williams, Lisa Dana
The positive behavior interventions and supports (PBIS) framework is a well-researched framework used to teach, model, and reinforce positive behavior in schools across the country. Many residential and juvenile facilities have adopted the PBIS framework to fit a 24/7 delivery model spanning facility environments and activities (known as facility-wide PBIS [FW-PBIS]); this implementation is still in
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Improving Youth and Staff Supports: FW-PBIS Framework Implementation in Juvenile Correctional Facilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-01-06 Kristine Jolivette, Nicole Cain Swoszowski
Improvement of the services and supports provided to youth in juvenile correctional facilities is of the utmost importance to the habilitation and rehabilitation of this vulnerable and, often times, marginalized school-age population. Many of the youth served in these facilities have educational disabilities (e.g., emotional and behavioral disorders, specific learning disabilities, speech and language
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Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention Rem. Spec. Educ. (IF 2.817) Pub Date : 2020-01-02 Holly M. Menzies, Wendy Peia Oakes, Kathleen Lynne Lane, David James Royer, Emily D. Cantwell, Eric Alan Common, Mark Buckman
This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus gr...
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Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners With Extensive Support Needs Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-11-18 Jenny R. Root, Sarah K. Cox, Alicia Saunders, Deidre Gilley
The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of change word problems related to personal finance (calculating the final price after leaving a tip or
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Peer Preference, Perceived Popularity, and the Teacher–Child Relationship in Special Education Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-11-15 Fanny de Swart, William J. Burk, Wendy B. L. Nelen, Ron H. J. Scholte
This four-wave longitudinal study examined bidirectional associations among pupils’ social status (preference and popularity) and teacher–child relationship characteristics (quality, support, satis...
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Parity or Disparity? Outcomes of Court-Involved Youth With and Without Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-11-15 Aleksis P. Kincaid, Amanda L. Sullivan
Youth with disabilities are overrepresented in the juvenile justice system, but few studies have investigated the mechanisms by which this occurs. In this study, we considered how juvenile court adjudication and length of commitment in secure facilities contributed to disproportionality in court involvement and detention, addressing an important gap in the intersection of disability and juvenile justice
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School–University Partnerships: One Institution’s Efforts to Integrate and Support Teacher Use of High-Leverage Practices Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-10-21 Lawrence J. Maheady, Angela L. Patti, Lisa A. Rafferty, Pixita del Prado Hill
School–university partnerships have served as possible solutions for many contemporary educational challenges. As centers for clinical practice, they are potential vehicles for the development and refinement of candidate use of high-leverage practices (HLPs). This article describes our institution’s efforts to utilize our framework for clinically rich preparation to infuse HLPs into programming for
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Supporting Special Education Teacher Induction Through High-Leverage Practices Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-10-21 Bonnie Billingsley, Elizabeth Bettini, Nathan D. Jones
Induction is designed to support teachers’ effectiveness, improve their students’ learning, and foster their retention. We consider how high-leverage practices (HLPs) might provide an instructional framework for special education teacher (SET) induction. With sensemaking theory as a conceptual foundation, we posit that, by structuring induction experiences and instructional conditions around HLPs,
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What Are High-Leverage Practices for Special Education Teachers and Why Are They Important? Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-10-21 James McLeskey, Bonnie Billingsley, Mary T. Brownell, Lawrence Maheady, Timothy J. Lewis
Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article
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Sharing a Vision, Sharing Practices: How Communities of Educators Improve Teaching Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-10-21 Mark Windschitl, Jessica Thompson, Melissa Braaten, David Stroupe
In this article, we summarize more than a decade of work on high-leverage practices being used in the context of science teacher preparation. We describe the challenges and insights that ultimately resulted in more robust practices, a diversified suite of tools to support these practices, expanded knowledge of our own teacher education pedagogies, and stronger bonds between our preparation program
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A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-10-21 Mary T. Brownell, Amber E. Benedict, Melinda M. Leko, David Peyton, Daisy Pua, Catherine Richards-Tutor
This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from
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Self-Questioning Strategy for Struggling Readers: A Synthesis Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-10-09 Johny Daniel, Kelly J. Williams
This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our l...
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Issues and Improvements in the Visual Analysis of A-B Single-Case Graphs by Pre-Service Professionals Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-09-27 Justin D. Lane, Collin Shepley, Amy D. Spriggs
Professionals working with individuals at risk for, or with, disabilities are required by federal legislation to select, implement, and formatively and summatively evaluate the effectiveness of evi...
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Constructing Simple Sentences: Effects of a Writing Fluency Intervention for Middle School Students With Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-09-26 Kristin L. Panos, Shawn M. Datchuk
Simple sentence construction is a foundational writing skill that forms the building blocks of advanced writing. Many middle school students with disabilities struggle to consistently construct sim...
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Building the Early Number Sense of Kindergarteners With Autism: A Replication Study Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-09-13 Jenny R. Root, Bonnie Henning, Bree Jimenez
This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard
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Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-08-06 Garrett J. Roberts, Sharon Vaughn, Greg Roberts, Jeremy Miciak
This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with read...
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Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-08-06 Jesse C. Suter, Michael F. Giangreco, Susan A. D. Bruhl
This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special
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Teacher Race and Racial Disparities in Special Education Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-07-11 Rachel Elizabeth Fish
The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of
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Same-Race Student–Teacher: Comparing Outcomes for Kindergartners With and Without Disabilities Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-07-11 Michael A. Gottfried, J. Jacob Kirksey, Adam Wright
Although numerous studies have examined if students of color benefit from having a teacher of the same race/ethnicity, all attention has been paid to students without disabilities. We examine whether the same benefits hold for students with disabilities (SWDs). Using a nationally representative data set of kindergartners, we explored whether SWDs of color had different academic and social–emotional
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Introduction to the Special Issue—A Necessary Step in Pursuit of Equity: Developing a Racially/Ethnically Diverse Special Education Teaching Force Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-07-11 Audrey A. Trainor, Elizabeth Bettini, LaRon A. Scott
This special issue of Remedial and Special Education is a collection of theoretical and empirical research addressing equity in the preparation of a diverse special education teaching force, with a focus on racial/ethnic diversity. The purpose of this special issue is to open a conversation about equity as it pertains to special education teachers, including both students’ equitable access to special
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Diversity Issues and the Special Education Teaching Force: Advancing the Discussion Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-07-11 Deborah L. Voltz
This piece is a commentary on the papers included in the special issue on the racial/ethnic diversity of the special education teacher workforce.
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A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-06-27 Leah M. Zimmermann, Deborah K. Reed, Ariel M. Aloe
This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguis...
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A Systematic Review of Instructional Comparisons in Single-Case Research Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-06-18 Jennifer R. Ledford, Kate T. Chazin, Kari L. Gagnon, Anne K. Lord, Virginia R. Turner, Kathleen N. Zimmerman
Comparison studies conducted to determine which instructional interventions are most efficient for teaching discrete behaviors to individuals with disabilities are potentially valuable, although so...
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Validation of the UDL Reporting Criteria With Extant UDL Research Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-06-14 Kavita Rao, Min Wook Ok, Sean J. Smith, Anna S. Evmenova, Dave Edyburn
The Universal Design for Learning Reporting Criteria (UDL RC) were developed as an initiative of the UDL Implementation and Research Network (UDL-IRN) Research Committee. The UDL RC, available for free download on the UDL-IRN website, are a set of guidelines that support the design and dissemination of UDL research by presenting minimal criteria for reporting on UDL components of a practice or intervention
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Reading Interventions for Students With or At Risk of Attention Deficit Hyperactivity Disorder: A Systematic Review Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-05-29 Alicia A. Stewart, Christy R. Austin
Empirical evidence suggests inattention and attention-deficit/hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. The purpose of this synthesis is to investigate reading studies for participants
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Teaching Science Content and Practices to Students With Intellectual Disability and Autism Rem. Spec. Educ. (IF 2.817) Pub Date : 2019-05-26 Victoria F. Knight, Leah Wood, Bethany R. McKissick, Emily M. Kuntz
The purpose of this literature review was to synthesize recent research (2009–2018) for teaching science to students with intellectual disability and intellectual disability/autism. Authors identified a total of 15 studies; of these, 12 were determined to be methodologically sound studies using the Council for Exceptional Children quality indicators. Based on the methodologically sound studies, authors
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