Pub Date : 2023-03-02DOI: 10.1177/10534512231156883
Jenna A. Gersib, Megan Rojo, Shadi Ghafaghazi, Jasmine Uy, Christian T. Doabler
Number lines can benefit students in learning an array of mathematical concepts. An area of mathematics where number lines are visibly underused is in teaching measurement concepts. For students in upper elementary grades, accurate measurements require the use of mathematical precision and coordination, including skills in fractions and decimals, operations, and magnitude. A robust knowledge of measurement holds significant value in students’ development of mathematical proficiency, particularly for students with learning disabilities in mathematics. Using number lines to teach and perform mathematical processes involving measurement can build fluency and conceptual understanding for all learners, including those with learning disabilities. This article demonstrates the versatility of integrating number lines into mathematical interventions involving measurement concepts for students with learning disabilities in mathematics. Measurement content discussed includes distance, time intervals, liquid volume, and mass. Scenarios with examples of how to apply number lines to each measurement form are described.
{"title":"Measuring Success: Integrating Number Lines Into Measurement Instruction for Students With Learning Disabilities","authors":"Jenna A. Gersib, Megan Rojo, Shadi Ghafaghazi, Jasmine Uy, Christian T. Doabler","doi":"10.1177/10534512231156883","DOIUrl":"https://doi.org/10.1177/10534512231156883","url":null,"abstract":"Number lines can benefit students in learning an array of mathematical concepts. An area of mathematics where number lines are visibly underused is in teaching measurement concepts. For students in upper elementary grades, accurate measurements require the use of mathematical precision and coordination, including skills in fractions and decimals, operations, and magnitude. A robust knowledge of measurement holds significant value in students’ development of mathematical proficiency, particularly for students with learning disabilities in mathematics. Using number lines to teach and perform mathematical processes involving measurement can build fluency and conceptual understanding for all learners, including those with learning disabilities. This article demonstrates the versatility of integrating number lines into mathematical interventions involving measurement concepts for students with learning disabilities in mathematics. Measurement content discussed includes distance, time intervals, liquid volume, and mass. Scenarios with examples of how to apply number lines to each measurement form are described.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45664234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/10534512231156882
Alexandria T. Cordell
Individuals with disabilities often have difficulties transitioning to employment after the completion of high school. This is especially true for individuals with autism spectrum disorder, as many of the soft skills needed for employment (e.g. communication, flexibility, teamwork) are characteristically difficult. Employment training in community-based vocational instruction sites at the secondary level can ease this transition, as well as serve as an environment that teaches technical and soft employability skills. In addition, community-based vocational instruction sites contribute to success in obtaining and maintaining integrated and inclusive employment. This column outlines a seven-step process for educators to successfully create community-based vocational partnerships, meeting the transition needs of individuals with autism spectrum disorder.
{"title":"Creating a Vocational Training Site for Individuals With Autism Spectrum Disorder","authors":"Alexandria T. Cordell","doi":"10.1177/10534512231156882","DOIUrl":"https://doi.org/10.1177/10534512231156882","url":null,"abstract":"Individuals with disabilities often have difficulties transitioning to employment after the completion of high school. This is especially true for individuals with autism spectrum disorder, as many of the soft skills needed for employment (e.g. communication, flexibility, teamwork) are characteristically difficult. Employment training in community-based vocational instruction sites at the secondary level can ease this transition, as well as serve as an environment that teaches technical and soft employability skills. In addition, community-based vocational instruction sites contribute to success in obtaining and maintaining integrated and inclusive employment. This column outlines a seven-step process for educators to successfully create community-based vocational partnerships, meeting the transition needs of individuals with autism spectrum disorder.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46484409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/10534512231156881
Marianne Rice, Florina Erbeli, K. Wijekumar
Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional instruction or intervention to develop these skills. This column discusses evidence-based phonemic awareness instruction and the implementation of supplemental intervention using computer programs and parents for students at risk for reading difficulties.
{"title":"Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention","authors":"Marianne Rice, Florina Erbeli, K. Wijekumar","doi":"10.1177/10534512231156881","DOIUrl":"https://doi.org/10.1177/10534512231156881","url":null,"abstract":"Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional instruction or intervention to develop these skills. This column discusses evidence-based phonemic awareness instruction and the implementation of supplemental intervention using computer programs and parents for students at risk for reading difficulties.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47207991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-26DOI: 10.1177/10534512231156877
Megan Rojo, Christian T. Doabler, Ben Clarke
The number line has been proposed as a central construct used by students to solve a range of mathematics problems. Given the capacity of number lines to represent all real numbers and to be used in a variety of contexts, there have been calls to increase the use of number lines in mathematics instruction. However, due to the recency of these recommendations coupled with the myriad ways in which number lines can be used, little hands-on guidance has been provided how best to leverage number lines in mathematics instruction. This special issue details five areas in which teachers can use number lines to support acquisition of critical mathematics concepts and skills.
{"title":"Number Lines to Support Mathematical Understanding","authors":"Megan Rojo, Christian T. Doabler, Ben Clarke","doi":"10.1177/10534512231156877","DOIUrl":"https://doi.org/10.1177/10534512231156877","url":null,"abstract":"The number line has been proposed as a central construct used by students to solve a range of mathematics problems. Given the capacity of number lines to represent all real numbers and to be used in a variety of contexts, there have been calls to increase the use of number lines in mathematics instruction. However, due to the recency of these recommendations coupled with the myriad ways in which number lines can be used, little hands-on guidance has been provided how best to leverage number lines in mathematics instruction. This special issue details five areas in which teachers can use number lines to support acquisition of critical mathematics concepts and skills.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44990568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-26DOI: 10.1177/10534512231156896
R. Marsh, Regina R. Brandon, Therese M. Cumming
Dr. Sarup Mathur is the Ryan C. Harris Professor of Special Education in the Division of Educational Leadership at Arizona State University. She is nationally recognized as a leader in the fields of emotional and behavioral disorders and juvenile justice, particularly specializing in the areas of social skills and re-entry of adjudicated youth. She has been the co-editor of a yearly special issue of Education and Treatment of Children on severe behavior disorders of children and youth, is the former secretary and president of the Council for Exceptional Children’s Division of Emotional and Behavioral Health, and has enabled teachers in juvenile justice to support adjudicated youth by developing transitioning planning processes. She has written numerous scholarly articles, published and edited books, and has secured extensive grant funding to support the training of doctoral students specializing in working with adjudicated youth.
Sarup Mathur博士是亚利桑那州立大学教育领导部门的Ryan C. Harris特殊教育教授。她是全国公认的情绪和行为障碍以及青少年司法领域的领导者，特别是在社会技能和裁定青少年重新进入领域。她是《儿童教育与治疗》关于儿童和青少年严重行为障碍的年度特刊的联合编辑，是特殊儿童情感和行为健康部门的前任秘书和主席，并使少年司法部门的教师能够通过制定过渡规划程序来支持被裁定的青少年。她撰写了大量的学术文章，出版和编辑了书籍，并获得了广泛的资助，以支持专门从事裁决青年工作的博士生的培训。
{"title":"Exploring Education Beyond Traditional Contexts: An Interview With Dr. Sarup Mathur","authors":"R. Marsh, Regina R. Brandon, Therese M. Cumming","doi":"10.1177/10534512231156896","DOIUrl":"https://doi.org/10.1177/10534512231156896","url":null,"abstract":"Dr. Sarup Mathur is the Ryan C. Harris Professor of Special Education in the Division of Educational Leadership at Arizona State University. She is nationally recognized as a leader in the fields of emotional and behavioral disorders and juvenile justice, particularly specializing in the areas of social skills and re-entry of adjudicated youth. She has been the co-editor of a yearly special issue of Education and Treatment of Children on severe behavior disorders of children and youth, is the former secretary and president of the Council for Exceptional Children’s Division of Emotional and Behavioral Health, and has enabled teachers in juvenile justice to support adjudicated youth by developing transitioning planning processes. She has written numerous scholarly articles, published and edited books, and has secured extensive grant funding to support the training of doctoral students specializing in working with adjudicated youth.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46652094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.1177/10534512231156869
Marah Sutherland, David Furjanic, Joanna Hermida, Ben Clarke
This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems. This article draws from the existing research base to describe practices for incorporating number line representations to (a) support students’ conceptual understanding of number and (b) teach addition and subtraction computational strategies. Specific examples are provided for teachers to integrate number line representations with other mathematical models to support the development of whole number understanding for students with LD in mathematics.
{"title":"Using the Number Line to Develop Understanding of Whole Number Magnitude and Operations","authors":"Marah Sutherland, David Furjanic, Joanna Hermida, Ben Clarke","doi":"10.1177/10534512231156869","DOIUrl":"https://doi.org/10.1177/10534512231156869","url":null,"abstract":"This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems. This article draws from the existing research base to describe practices for incorporating number line representations to (a) support students’ conceptual understanding of number and (b) teach addition and subtraction computational strategies. Specific examples are provided for teachers to integrate number line representations with other mathematical models to support the development of whole number understanding for students with LD in mathematics.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46051362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-11DOI: 10.1177/10534512221140537
Katlynn Dahl‐Leonard, Colby Hall, Becky Beegle, Philip Capin
The contribution of self-regulation to academic achievement is supported by robust research evidence. Incorporating practices to enhance self-regulation during small-group reading instruction is associated with improved outcomes for upper-elementary students with learning disabilities in reading. Two evidence-based self-regulation practices are (a) recognizing negative thoughts and (b) using positive self-talk. However, there are challenges with effectively teaching these self-regulation strategies during reading instruction. In particular, special education or reading intervention teachers may find it difficult to incorporate this kind of self-regulation instruction during reading lessons in a way that does not overburden student working memory or take too much time from explicit, systematic instruction in reading skills. This article defines self-regulation, describes how to support students in recognizing negative thoughts and using positive self-talk, and provides guidance to enable teachers to implement self-regulation strategy instruction in a way that complements reading instruction.
{"title":"Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk","authors":"Katlynn Dahl‐Leonard, Colby Hall, Becky Beegle, Philip Capin","doi":"10.1177/10534512221140537","DOIUrl":"https://doi.org/10.1177/10534512221140537","url":null,"abstract":"The contribution of self-regulation to academic achievement is supported by robust research evidence. Incorporating practices to enhance self-regulation during small-group reading instruction is associated with improved outcomes for upper-elementary students with learning disabilities in reading. Two evidence-based self-regulation practices are (a) recognizing negative thoughts and (b) using positive self-talk. However, there are challenges with effectively teaching these self-regulation strategies during reading instruction. In particular, special education or reading intervention teachers may find it difficult to incorporate this kind of self-regulation instruction during reading lessons in a way that does not overburden student working memory or take too much time from explicit, systematic instruction in reading skills. This article defines self-regulation, describes how to support students in recognizing negative thoughts and using positive self-talk, and provides guidance to enable teachers to implement self-regulation strategy instruction in a way that complements reading instruction.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"96 - 104"},"PeriodicalIF":0.8,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48477698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.1177/10534512221140508
S. Cook, Gena Nelson, Natanya Friedheim, Byron C. Bass, Geena Colburn, Misty Figueira-Savella, Gabby Halaby, Nancy Hoadley, Lauryn Rohde
The increase in enrollment in online programs for Grades K–12 students, including students with disabilities, requires teachers to consider how to provide effective online instruction. Although schools may offer students a fully online curriculum, teachers serve an essential role in supporting students with disabilities in meeting (a) learning goals of the online curriculum and (b) individual needs as outlined in the Individualized Education Program (IEP). Because students with disabilities often need targeted instruction to meet their academic and behavioral needs, teachers should consider integrating small group synchronous instruction to supplement fully online curricula. This article provides teachers with guidance on how to select appropriate online tools and technology to increase opportunities to respond throughout the main components of explicit instruction (i.e., modeling, guided, and independent practice).
{"title":"Using Technology to Provide Opportunities to Respond in Synchronous Online Learning Environments","authors":"S. Cook, Gena Nelson, Natanya Friedheim, Byron C. Bass, Geena Colburn, Misty Figueira-Savella, Gabby Halaby, Nancy Hoadley, Lauryn Rohde","doi":"10.1177/10534512221140508","DOIUrl":"https://doi.org/10.1177/10534512221140508","url":null,"abstract":"The increase in enrollment in online programs for Grades K–12 students, including students with disabilities, requires teachers to consider how to provide effective online instruction. Although schools may offer students a fully online curriculum, teachers serve an essential role in supporting students with disabilities in meeting (a) learning goals of the online curriculum and (b) individual needs as outlined in the Individualized Education Program (IEP). Because students with disabilities often need targeted instruction to meet their academic and behavioral needs, teachers should consider integrating small group synchronous instruction to supplement fully online curricula. This article provides teachers with guidance on how to select appropriate online tools and technology to increase opportunities to respond throughout the main components of explicit instruction (i.e., modeling, guided, and independent practice).","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"87 - 95"},"PeriodicalIF":0.8,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47077539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.1177/10534512221140490
J. Nordman, J. Adcock
The relationship between frustration tolerance and academic behavior is well documented in the existing literature, specifically in regard to students with learning disabilities. This column addresses these connections and then provides specific strategies to address low frustration tolerance and increase emotional self-regulation in the classroom. By employing these strategies, teachers can improve student behavior, facilitate emotional development, and create a more constructive learning environment.
{"title":"Addressing Low Frustration Tolerance in Students With Learning Disabilities","authors":"J. Nordman, J. Adcock","doi":"10.1177/10534512221140490","DOIUrl":"https://doi.org/10.1177/10534512221140490","url":null,"abstract":"The relationship between frustration tolerance and academic behavior is well documented in the existing literature, specifically in regard to students with learning disabilities. This column addresses these connections and then provides specific strategies to address low frustration tolerance and increase emotional self-regulation in the classroom. By employing these strategies, teachers can improve student behavior, facilitate emotional development, and create a more constructive learning environment.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"133 - 137"},"PeriodicalIF":0.8,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41714553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-09DOI: 10.1177/10534512221140501
N. Dobbins, Regina R. Brandon, Vita L. Jones, Kyle Higgins
The ability to interact with others in socially appropriate ways is critical for functioning in the community, school, and at home. These interaction skills are considered to be a crucial component of social resiliency and are believed to be important developmental skills, particularly for children/youth with disabilities. This article discusses the prioritization process concerning the importance of specific social skills to be taught in school through the perceptions of parents, teachers, and students. This involves the participants viewing specific social skills with a focus on the importance of their usage within the contexts of home/community, school, and with peers. The collection of data from the three informant groups is discussed, and the building of consensus through the prioritization of the social skills is presented and illustrated. The resulting prioritization list of skills then determines the order of the skills to be taught through a social skills curriculum.
{"title":"Social Skills Prioritization: Gathering Consensus From Parents, Students, and Teachers","authors":"N. Dobbins, Regina R. Brandon, Vita L. Jones, Kyle Higgins","doi":"10.1177/10534512221140501","DOIUrl":"https://doi.org/10.1177/10534512221140501","url":null,"abstract":"The ability to interact with others in socially appropriate ways is critical for functioning in the community, school, and at home. These interaction skills are considered to be a crucial component of social resiliency and are believed to be important developmental skills, particularly for children/youth with disabilities. This article discusses the prioritization process concerning the importance of specific social skills to be taught in school through the perceptions of parents, teachers, and students. This involves the participants viewing specific social skills with a focus on the importance of their usage within the contexts of home/community, school, and with peers. The collection of data from the three informant groups is discussed, and the building of consensus through the prioritization of the social skills is presented and illustrated. The resulting prioritization list of skills then determines the order of the skills to be taught through a social skills curriculum.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"115 - 125"},"PeriodicalIF":0.8,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42991485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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