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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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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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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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Waived English Learners: The Understudied Intersection of English Learner and Special Education Status Except. Child. (IF 4.091) Pub Date : 2024-01-05 Min Hyun Oh, Jeannette Mancilla-Martinez
Under federal law, parents have the right to decline, or waive, English language support services when their child is identified as an English learner (EL) in school. In this study, we focus on this important subgroup of ELs—referred to as waived ELs—at the understudied intersection of EL status and special education (SPED) status. Using longitudinal statewide Tennessee data from 2010 to 2021, we used
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A Systematic Review of Social Validation Procedures in Intervention Research With Transition-Age Autistic Youth Except. Child. (IF 4.091) Pub Date : 2023-04-19 Kristen Bottema-Beutel, Shannon Crowley LaPoint, So Yoon Kim, Sarah Mohiuddin, Qun Yu, Rachael McKinnon
In this secondary analysis of a previously conducted systematic review, we analyze social validity assessments in intervention research for transition-age autistic youth. Social validity is concern...
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Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions Except. Child. (IF 4.091) Pub Date : 2023-04-18 Kristi L. Morin, Esther R. Lindström, Thomas R. Kratochwill, Joel R. Levin, Alyssa Blasko, Amanda Weir, Christiana M. Nielsen-Pheiffer, Samantha Kelly, Davit Janunts, Ee Rea Hong
Although quality guidelines for single-case intervention research emphasize the importance of concurrent baselines in multiple-baseline and multiple-probe designs, nonconcurrent variations on these...
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Indicators of Progress in the Wake of Endrew F.: The Distinction Between Professional Recommendations and Judicial Rulings Except. Child. (IF 4.091) Pub Date : 2023-04-12 Perry A. Zirkel, Mitchell L. Yell
The central obligation under the Individuals With Disabilities Education Act is to provide each eligible student with a free appropriate public education (FAPE). In Endrew F. v. Douglas County Scho...
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Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research Except. Child. (IF 4.091) Pub Date : 2023-04-05 Jason C. Chow, Jennifer R. Ledford, Sienna Windsor, Paige Bennett
The purpose of this study is to present a set of empirically derived effect size distributions in order to provide field-based benchmarks for assessing the relative effects of interventions aimed a...
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The Next Generation of Quality Indicators for Group Design Research in Special Education Except. Child. (IF 4.091) Pub Date : 2023-02-12 Jessica R. Toste, Jessica A. R. Logan, Karrie A. Shogren, Brian A. Boyd
Group design research studies can provide evidence to draw conclusions about what works, for whom, and under what conditions in special education. The quality indicators introduced by Gersten and c...
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Unequal and Increasingly Unfair: How Federal Policy Creates Disparities in Special Education Funding Except. Child. (IF 4.091) Pub Date : 2023-01-31 Tammy Kolbe, Elizabeth Dhuey, Sara Menlove Doutre
The formula used to allocate federal funding to states for special education is one of IDEA's most critical components. The formula serves as the primary mechanism for dividing available federal do...
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The Exceptionality of Twice-Exceptionality: Examining Combined Prevalence of Giftedness and Disability Using Multivariate Statistical Simulation Except. Child. (IF 4.091) Pub Date : 2023-01-24 Connor L. Cheek, Jessica L. Garcia, Paras D. Mehta, David J. Francis, Elena L. Grigorenko
Twice-exceptionality (2e), broadly defined as the co-occurrence of a gift or talent and a disability, has been a part of the educational lexicon since the 1990s, although its empirical backing is l...
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A Targeted Review of Open Practices in Special Education Publications Except. Child. (IF 4.091) Pub Date : 2023-01-04 Bryan G. Cook, Wilhelmina van Dijk, Isabel Vargas, Susan M. Aigotti, Jesse I. Fleming, Sean D. McDonald, Cassidi L. Richmond, Lindsay M. Griendling, Alan S. McLucas, Rachelle M. Johnson
Open practices, such as preregistration, registered reports, open materials, open data, open analytic code, replication, open peer review, open access, and conflict-of-interest and funding statemen...
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High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency Except. Child. (IF 4.091) Pub Date : 2023-01-03 Michelle M. Cumming, Elizabeth Bettini, Jason C. Chow
High-quality systematic literature reviews provide a systematic process for identifying, synthesizing, and critiquing multiple studies and, in turn, inform theory, research, practice, and policy. W...
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Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity Except. Child. (IF 4.091) Pub Date : 2023-01-03 Tiantian Sun, Ryan Bowles, Sarah N. Douglas, Joshua Plavnick
Children with complex communication needs (CCN) who use augmentative and alternative communication (AAC) often need more time to process and respond when communicating with others. This study emplo...
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Revisiting Economic Hardship in a National Sample of Adolescents With and Without Disabilities: A Conceptual Replication Except. Child. (IF 4.091) Pub Date : 2022-12-12 Allison R. Lombardi, Rongxiu Wu, Eric Loken, Graham G. Rifenbark, Clewiston Challenger, Ashley Taconet, Shannon Langdon, Karrie Shogren
The purpose of the current study was to conceptually replicate a multi-indicator construct of economic hardship in a national sample of adolescents with and without disabilities (N = 9,230). Using ...
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Quality Indicators for Mixed-Methods Research in Special Education Except. Child. (IF 4.091) Pub Date : 2022-12-07 Melinda M. Leko, John H. Hitchcock, Hailey R. Love, David E. Houchins, Maureen A. Conroy
Mixed-methods research (MMR) holds promise for investigating several empirical questions within special education, capitalizing on the strengths of quantitative and qualitative traditions. We prese...
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Quality Indicators of Secondary Data Analyses in Special Education Research: A Preregistration Guide Except. Child. (IF 4.091) Pub Date : 2022-12-05 Allison R. Lombardi, Graham G. Rifenbark, Ashley Taconet
Secondary data analyses occur when new analyses are proposed for existing data. Although they are prevalent in special education research, there is little guidance on how to prepare secondary data ...
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Single-Case-Design Research in Special Education: Next-Generation Guidelines and Considerations Except. Child. (IF 4.091) Pub Date : 2022-11-22 Jennifer R. Ledford, Joseph M. Lambert, James E. Pustejovsky, Kathleen N. Zimmerman, Nicole Hollins, Erin E. Barton
Single-case design has a long history of use for assessing intervention effectiveness for children with disabilities. Although these designs have been widely employed for more than 50 years, recent...
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Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction Except. Child. (IF 4.091) Pub Date : 2022-11-20 Lynn S. Fuchs, Amelia S. Malone, Kristopher J. Preacher, Eunsoo Cho, Douglas Fuchs, Paul Changas
This study's first purpose was to investigate effects of a fourth- and fifth-grade “next-generation” fraction intervention, which included six enhancements over a previously validated fraction inte...
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Executive Function Profiles of Kindergarteners and First Graders at Risk for Emotional and Behavioral Disorders Except. Child. (IF 4.091) Pub Date : 2022-11-13 Michelle M. Cumming, Daniel V. Poling, Yuxi Qiu, Debra A. Prykanowski, Aniva Lumpkins, Ann P. Daunic, Nancy Corbett, Stephen W. Smith
Executive function (EF), a set of neurocognitive processes, is central to students’ emotional and behavioral well-being. Despite students with emotional and behavioral disorders (EBD) being at risk...
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Promoting Paraeducators’ Use of Evidence-Based Practices for Students With Autism Except. Child. (IF 4.091) Pub Date : 2022-11-09 Ann M. Sam, Jessica R. Steinbrenner, Samuel L. Odom, Sallie W. Nowell, Victoria Waters, Yolanda Perkins, Mary White, Hariharan Swaminathan, H. Jane Rogers
The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs)...
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Preview Except. Child. (IF 4.091) Pub Date : 2022-08-09 John Wills Lloyd, William J. Therrien
For this first issue of the last volume year in our editorship, we are pleased to provide a diverse set of studies. Not only do the contents of this issue represent students from kindergarten to college preparatory ages, and topics ranging from math, reading, and transition, but also we have two studies that made extensive use of open science practices and two reported by international scholars.
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Corrigenda to “Development of Mathematical Practices Through Word Problem-Solving Instruction for Students with Autism Spectrum Disorder” by Sarah K. Cox and Jenny R. Root Except. Child. (IF 4.091) Pub Date : 2022-07-15
Exceptional Children first published online March 12, 2021, published in print April 1, 2021 doi: 10.1177/0014402921990890
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Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention Except. Child. (IF 4.091) Pub Date : 2022-07-14 Elizabeth A. Stevens, Audrey J. Leroux, Megan H. Mowbray, Grace S. Lee
Schema instruction improves word-problem solving for students with mathematics difficulty (MD; e.g., Powell et al., 2015); however, prior research suggests that students need word-problem-specific ...
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Special Education Teachers of Color Retention Decisions: Findings From a National Study Except. Child. (IF 4.091) Pub Date : 2022-07-07 LaRon A. Scott, Nicholas Bell, Meagan Dayton, Rachel W. Bowman, Imani Evans, Monica Grillo, Christine Spence, Selena J. Layden
Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of colo...
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Did State Pre-Kindergarten Programs Affect the Head Start Enrollment of Children with Disabilities? A Quasi-Experimental Analysis Except. Child. (IF 4.091) Pub Date : 2022-07-06 Qing Zhang, Jade Marcus Jenkins
Little is known about how the expansion of state pre-kindergarten (pre-k) programs affects low-income children with disabilities in Head Start. Using almost 30 years of administrative data of all H...
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School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support Except. Child. (IF 4.091) Pub Date : 2022-07-06 Pascale Dubois, Frédéric Guay, Marie-Catherine St-Pierre
School-to-work transition is a challenging period for youth with learning difficulties (LD). Based on self-determination theory (SDT), we tested the role of autonomy support and motivation in predi...
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Texas Special Education Cap's Associations With Disability Identification Disparities of Racial and Language Minority Students Except. Child. (IF 4.091) Pub Date : 2022-07-06 Paul L. Morgan, Adrienne D. Woods, Yangyang Wang, Cecelia A. Gloski
We used time-varying effect modelling of two very large samples of fourth-grade students (Nreading = 148,240, Nmathematics = 152,220) to investigate associations between adoption and over-time impl...
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Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families Except. Child. (IF 4.091) Pub Date : 2022-06-27 Jennifer A. Freeman, J. Jacob Kirksey
As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parenta...
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Preschool and Child-Care Expulsion: Is it Elevated for Autistic Children? Except. Child. (IF 4.091) Pub Date : 2022-06-26 Jan Blacher, Abbey Eisenhower
Viewed through a social justice lens, preschool expulsion is an educational equity issue. This study focused on prior expulsion from preschool and child-care in a longitudinal study of 203 autistic...
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Over Diagnosed or Over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services Except. Child. (IF 4.091) Pub Date : 2022-06-19 Anna Shapiro
There is growing evidence that school starting age impacts children's likelihood of receiving special education services, but less is known about variations in this effect. Using a regression disco...
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Efficacy of Peer-Delivered Mathematical Problem-Solving Instruction to Students With Extensive Support Needs Except. Child. (IF 4.091) Pub Date : 2022-05-16 Luann Ley Davis, Fred Spooner, Alicia Saunders
Mathematical problem solving has been identified as one foundational area of mathematics for all students but is an area of weakness for students with disabilities. This investigation sought to determine the effects of peer-delivered schema-based instruction on the mathematical problem solving of the change problem type with four middle school students with extensive support needs using a single-case
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Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science? Except. Child. (IF 4.091) Pub Date : 2022-05-11 Nadine Cruz Neri, Jan Retelsdorf
Previous research illustrated that reading comprehension and science performance correlate highly. Because students with specific learning disorders with impairments in reading (SLD-IR) show deficits in reading comprehension, they may struggle to perform in science. As language in science is characterized by linguistic complexity, the question arises whether students with SLD-IR can be supported by
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Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties Except. Child. (IF 4.091) Pub Date : 2022-05-02 Asha K. Jitendra, Michael R. Harwell, Soo-hyun Im
Proportional reasoning is the cornerstone of many higher-level mathematics topics. We evaluated the sustainability effects of schema-based instruction (SBI) on proportional reasoning and the impact of professional development (PD) on the instructional practices of two cohorts of seventh-grade teachers (i.e., SBI-experienced-teacher implementers, who taught SBI in a previous study; SBI-novice-teacher
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College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012 Except. Child. (IF 4.091) Pub Date : 2022-04-28 Allison R. Lombardi, Graham G. Rifenbark, Tyler Hicks, Ashley Taconet, Clewiston Challenger
In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and
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The Association between Parental Educational Expectations and School Functioning among Young People with Disabilities: A Longitudinal Investigation Except. Child. (IF 4.091) Pub Date : 2022-04-24 Alexander W. O’Donnell, Gerry Redmond, Joanne Arciuli, Sally Robinson, Jennifer Skattebol, Parimala Raghavendra, Cathy Thomson, Joanna J. J. Wang, Eric Emerson
Past research has established clear educational inequities between young people with disabilities and their peers. In part, some of these inequities may be attributed to expectations. In this study, we examined whether parental expectations were related to school functioning at high school, with school functioning broadly defined as ease and frequency of engagement in school-based activities. Using
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A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core Except. Child. (IF 4.091) Pub Date : 2022-04-05 Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty, Christian T. Doabler
We replicated a study of a kindergarten mathematics intervention, ROOTS, delivered in the context of a research-based core program. We randomly assigned 62 classrooms to treatment (ROOTS) or a business-as-usual control. All classrooms implemented the research-based core program (Early Learning in Mathematics). Participants included 163 treatment students and 145 control students nested within classrooms
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The Effect of Supplemental Reading Instruction on Fluency Outcomes for Children With Down Syndrome: A Closer Look at Curriculum-Based Measures Except. Child. (IF 4.091) Pub Date : 2022-03-29 Seth King, Derek Rodgers, Christopher J. Lemons
Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading studies involving DS. Increasing the use of CBM in research
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Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover Except. Child. (IF 4.091) Pub Date : 2022-03-22 Allison F. Gilmour, Sabina R. Neugebauer, Lia E. Sandilos
We examined the association between the percentage of students with disabilities (SWD) in general education teachers’ classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, preparation, classroom management, and working conditions) as moderators and disaggregating types of teacher mobility. Before accounting for other variables
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Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students With High-incidence Disabilities Except. Child. (IF 4.091) Pub Date : 2022-03-21 Roddy J. Theobald, Dan D. Goldhaber, Kristian L. Holden, Marcy L. Stein
We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in Grades 4 to 8. These students
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Predictors of Access to Gifted Education: What Makes for a Successful School? Except. Child. (IF 4.091) Pub Date : 2022-03-07 Scott J. Peters, James S. Carter, III
A wide research base has documented the disproportional enrollment in K-12 special education and gifted and talented services across racial and socioeconomic lines. This study extends that knowledge base by integrating multiple population-level datasets to better understand predictors of access to and enrollment in gifted and talented services and tested whether these variables remained predictive
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Preview Except. Child. (IF 4.091) Pub Date : 2022-02-21 John Wills Lloyd, William J. Therrien
We are pleased to present this issue of Exceptional Children. The issue includes articles examining diverse topics: policies, practices, and parents’ perceptions.
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Mind the Gap: Measuring Academic Underachievement Using Stochastic Frontier Analysis Except. Child. (IF 4.091) Pub Date : 2022-02-02 Deni Mazrekaj, Kristof De Witte, Thomas P. Triebs
We propose using Stochastic Frontier Analysis to estimate pupils’ academic underachievement. We model underachievement as the gap between expected achievement and actual achievement, not due to a learning disability. Our data are a panel for 2,228 Belgian pupils observed over 6 years of primary education. We found that the average underachievement gap is 23.5%. That is, the average pupil does not exploit
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Anti-Blackness and Racial Disproportionality in Gifted Education Except. Child. (IF 4.091) Pub Date : 2022-01-27 Francis A. Pearman, II, Ebony O. McGee
Black–White disparities in gifted enrollment persist across U.S. school systems. In this study, we examined whether these disparities depend on county-level rates of anti-Black bias. We drew data from the Civil Rights Data Collection, the Education Opportunity Project, and the Race Implicit Association Database. Based on a series of heteroskedastic fractional probit regression models, we found that
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An Economic Evaluation of Emerging and Ineffective Interventions: Examining the Role of Cost When Translating Research into Practice Except. Child. (IF 4.091) Pub Date : 2022-01-20 Gretchen Scheibel, Thomas L. Zane, Kathleen N. Zimmerman
Schools bear the burden of funding the majority of the services received by children with autism spectrum disorder (ASD) with the assumption that spent resources will result in meaningful positive outcomes for these students. Interventions lacking empirical support remain popular in schools despite lacking or limited evidence that students will experience positive outcomes. Economic evaluation methods
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An Orientation and Mobility Program for Multiply Impaired Blind Children Except. Child. (IF 4.091) Pub Date : 2022-01-10 Randall K. Harley, Thomas A. Wood, John B. Merbler
The purpose of this study was to develop programed instruction in orientation and mobility for multiply impaired blind children. Scales were developed for each of four major areas: motor development, sensory training, concept development, and mobility skills. Programed instruction was written for each of these scales. The programed instruction was validated with 40 multiply impaired blind children
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Developmental Study of Gifted Preschool Children and Measures of Psychosocial Giftedness Except. Child. (IF 4.091) Pub Date : 2022-01-10 Kippy I. Abroms, Joan B. Gollin
A consistently remarkable relationship between role taking ability and prosocial behaviors was posited to support the theoretical construct of psychosocial giftedness. Role taking tasks were given to gifted 3 year olds (mean IQ = 134) in the fall and spring. During the same period observations were made of their prosocial behaviors—sharing, helping, reacting to distress, and physical affection. In
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Issues in the Professional Preparation of Secondary School Special Educators Except. Child. (IF 4.091) Pub Date : 2022-01-10 Sidney R. Miller, David A. Sabatino, Roger P. Larsen
The purpose of this study was to contrast university views with those of practitioners in defining professional preparation program efforts for secondary special educators. The impetus for the study was the paucity of secondary special education preparation programs (distinct from elementary, with clearly identifiable course patterns] in university catalog copy in the six states that comprise the US
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Adaptive Behavior: Teachers and Parents Disagree Except. Child. (IF 4.091) Pub Date : 2022-01-10 David J. Mealor, Bert O. Richmond
This article explores the concept of adaptive behavior. It notes some of the problems in measuring adaptive behavior and focuses on the possible bias that occurs in relying on informed sources to report the child's adaptive behavior. Moderately or severely retarded children (30 Black and 30 White) were selected randomly from schools serving them. A teacher and parent were asked to complete two adaptive
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Exploring the Effects of Full-Day Kindergarten on School Absenteeism for Children With Disabilities: Evidence From State Policy Mandates in the United States1 Except. Child. (IF 4.091) Pub Date : 2021-12-22 Michael A. Gottfried, J. Jacob Kirksey
Student absenteeism is a barrier to learning and an issue that requires policy intervention. Students with disabilities are of particular concern, as they miss school more often than students in any other demographic group. Affecting a key attribute of school structures, policies promoting full-day kindergarten began as an effort to improve opportunities for students from disadvantaged backgrounds
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Disparities in Access to Well-Qualified, Well-Supported Special Educators Across Higher- Versus Lower-Poverty Schools Over Time Except. Child. (IF 4.091) Pub Date : 2021-12-17 Elizabeth Bettini, Tuan D. Nguyen, Allison F. Gilmour, Christopher Redding
Scholars have documented long-standing disparities in access to well-qualified, well-supported teachers, including disparities in access to special education teachers (SETs), based on student socioeconomic status. In response, policy initiatives have aimed to incentivize teaching in higher-poverty schools. Thus, we examined changes over time in disparities between SETs’ demands and resources (including
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Are Paraprofessionals Being Hired to Replace Special Educators? A Study of Paraprofessional Employment Except. Child. (IF 4.091) Pub Date : 2021-12-15 Tiffany L. Fisher, Paul T. Sindelar, Dennis Kramer, II, Elizabeth Bettini
Special education teacher employment began to decline in 2006, concurrent with increased paraprofessional employment. At the same time, the prevalence of students with disabilities in several categories changed substantially, and the proportion of students being served in general education settings increased as well. The purpose of this study was to determine whether the decline in special education
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Preview Except. Child. (IF 4.091) Pub Date : 2021-12-13 John Wills Lloyd, William J. Therrien
For our second issue of Volume 88, we present three systematic reviews and three large-scale experimental studies. Together, they cover topics ranging from meta-analyses of reading comprehension and writing, to the efficacy of multi-component interventions on deaf students’ writing achievements, to randomized control trials examining the success in high school of students with autism and the behavioral
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Early Lessons Learned in Designing an Adaptive Shared Reading Intervention for Preschoolers With Autism Except. Child. (IF 4.091) Pub Date : 2021-12-09 Veronica P. Fleury, Jacqueline A. Towson
Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating implementation fidelity and social validity of the intervention
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First Step Next and homeBase: A Comparative Efficacy Study of Children With Disruptive Behavior Except. Child. (IF 4.091) Pub Date : 2021-12-06 Andy J. Frey, Jason W. Small, John R. Seeley, Hill M. Walker, Edward G. Feil, Jon Lee, Dana Cohen Lissman, Shantel Crosby, Steven R. Forness
Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children with challenging behavior in home and school settings
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Efficacy of a School-Based Comprehensive Intervention Program for Adolescents With Autism Except. Child. (IF 4.091) Pub Date : 2021-12-06 Kara Hume, Samuel L. Odom, Jessica R. Steinbrenner, Leann Smith DaWalt, Laura J. Hall, Bonnie Kraemer, Brianne Tomaszewski, Christopher Brum, Kate Szidon, Daniel M. Bolt
We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring over a 2-year period. We examined outcomes for the
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Faith and FACES: Black Parents’ Perceptions of Autism, Faith, and Coping Except. Child. (IF 4.091) Pub Date : 2021-11-29 Jamie N. Pearson, Jared H. Stewart-Ginsburg, Kayla Malone, Janeé R. Avent Harris
Faith, spirituality, and religious involvement can promote stress-related coping for parents raising children with autism, yet little research has explored religious coping in Black parents raising children with autism. Given the high levels of religiosity and increased incidence of autism in Black families, the purpose of this qualitative study was to highlight perceptions of Black parents raising
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A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades Except. Child. (IF 4.091) Pub Date : 2021-11-18 Marissa J. Filderman, Christy R. Austin, Alexis N. Boucher, Katherine O’Donnell, Elizabeth A. Swanson
Informed by theories of reading comprehension and prior reviews of reading comprehension intervention, this meta-analysis uniquely contributes to the literature because it describes the relative effects of various approaches to comprehension intervention for struggling readers in Grades 3 through 12. Findings from 64 studies demonstrate significant positive effects of reading comprehension intervention
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Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial Except. Child. (IF 4.091) Pub Date : 2021-11-16 Kimberly Wolbers, Hannah Dostal, Steve Graham, Lee Branum-Martin, Leala Holcomb
Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information
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Multitiered Systems of Support, Adaptive Interventions, and SMART Designs Except. Child. (IF 4.091) Pub Date : 2021-11-13 Greg Roberts, Nathan Clemens, Christian T. Doabler, Sharon Vaughn, Daniel Almirall, Inbal Nahum-Shani
This article introduces the special section on adaptive interventions and sequential multiple-assignment randomized trial (SMART) research designs. In addition to describing the two accompanying articles, we discuss features of adaptive interventions (AIs) and describe the use of SMART design to optimize AIs in the context of multitiered systems of support (MTSS) and integrated MTSS. AI is a treatment