Pub Date : 2022-12-09DOI: 10.1177/10534512221140476
E. Thome
Stuttering is a common disorder addressed by speech-language pathologists in elementary schools. Although students who stutter likely receive specialized services from speech-language pathologists, other school personnel, including special and general educators, play a key role in creating supportive and positive learning environments for these students. Most special education teachers, however, receive little or no information about stuttering. Yet, because special educators collaborate and consult regularly with general educators, they are well positioned to communicate essential information about supports that can be provided. Increased understanding of stuttering and techniques for supporting students can greatly minimize the negative outcomes experienced by many students who stutter. This article provides teachers with (a) information about stuttering to improve understanding of the disorder, (b) guidance on how to provide classroom and student-level supports to create a positive learning environment for students who stutter, and (c) recommendations for collaborating with speech-language pathologists.
{"title":"Understanding and Supporting Students Who Stutter: A Guide for Special Educators","authors":"E. Thome","doi":"10.1177/10534512221140476","DOIUrl":"https://doi.org/10.1177/10534512221140476","url":null,"abstract":"Stuttering is a common disorder addressed by speech-language pathologists in elementary schools. Although students who stutter likely receive specialized services from speech-language pathologists, other school personnel, including special and general educators, play a key role in creating supportive and positive learning environments for these students. Most special education teachers, however, receive little or no information about stuttering. Yet, because special educators collaborate and consult regularly with general educators, they are well positioned to communicate essential information about supports that can be provided. Increased understanding of stuttering and techniques for supporting students can greatly minimize the negative outcomes experienced by many students who stutter. This article provides teachers with (a) information about stuttering to improve understanding of the disorder, (b) guidance on how to provide classroom and student-level supports to create a positive learning environment for students who stutter, and (c) recommendations for collaborating with speech-language pathologists.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46567312","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: 10.1177/10534512221140474
Shobana Musti, Jesslyn M. Smith, J. Begeny
Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level benchmarks in fluency. A recent focus on high-impact tutoring practices has given attention to the virtual or remote implementation of programs. This article provides recommendations for educators interested in setting up and implementing fluency instruction virtually to improve elementary or middle school students’ text reading fluency. Key instructional elements and other considerations for virtual implementation are discussed.
{"title":"A Virtual Tutoring Program to Increase Students’ Text Reading Fluency","authors":"Shobana Musti, Jesslyn M. Smith, J. Begeny","doi":"10.1177/10534512221140474","DOIUrl":"https://doi.org/10.1177/10534512221140474","url":null,"abstract":"Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level benchmarks in fluency. A recent focus on high-impact tutoring practices has given attention to the virtual or remote implementation of programs. This article provides recommendations for educators interested in setting up and implementing fluency instruction virtually to improve elementary or middle school students’ text reading fluency. Key instructional elements and other considerations for virtual implementation are discussed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"105 - 114"},"PeriodicalIF":0.8,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45495558","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 : 2022-12-08DOI: 10.1177/10534512221140509
Stacy N. McGuire, H. Meadan
Many students with emotional and behavioral disorders (EBD) engage in challenging behavior on a daily basis. Such behaviors can have negative impacts on students, teachers, and families. In an effort to support students with EBD, this article provides general and special education teachers with a five-step process for teaching replacement behaviors. Each step is described in detail to illustrate how it can be applied.
{"title":"A Five-Step Approach to Replacing Challenging Behavior","authors":"Stacy N. McGuire, H. Meadan","doi":"10.1177/10534512221140509","DOIUrl":"https://doi.org/10.1177/10534512221140509","url":null,"abstract":"Many students with emotional and behavioral disorders (EBD) engage in challenging behavior on a daily basis. Such behaviors can have negative impacts on students, teachers, and families. In an effort to support students with EBD, this article provides general and special education teachers with a five-step process for teaching replacement behaviors. Each step is described in detail to illustrate how it can be applied.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"126 - 132"},"PeriodicalIF":0.8,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45003620","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 : 2022-12-08DOI: 10.1177/10534512221140528
Todd Haydon, Jasmin Marie Copestick
Dr. Maureen Conroy shares her reflections on a career that focuses on developing, validating, and evaluating interventions for young children with social and behavioral challenges. Dr. Conroy discusses her past experiences and her perspective on where the field is headed. Finally, she provides her advice for those entering the field.
{"title":"Interventions for Young Children With Social and Behavioral Challenges: A Conversation With Dr. Maureen Conroy","authors":"Todd Haydon, Jasmin Marie Copestick","doi":"10.1177/10534512221140528","DOIUrl":"https://doi.org/10.1177/10534512221140528","url":null,"abstract":"Dr. Maureen Conroy shares her reflections on a career that focuses on developing, validating, and evaluating interventions for young children with social and behavioral challenges. Dr. Conroy discusses her past experiences and her perspective on where the field is headed. Finally, she provides her advice for those entering the field.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"147 - 150"},"PeriodicalIF":0.8,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41727885","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 : 2022-12-08DOI: 10.1177/10534512221140529
Brittany Desnoyer, Kimy Liu
Applied behavior analysis (ABA), a mainstay treatment used in the education of students with autism spectrum disorder (ASD), has grown in popularity in recent years. Paralleling the growth of ABA are increasing concerns regarding its inequitable treatment of vulnerable, and otherwise marginalized, populations of students. Although ABA has been shown to provide observable educational benefit, a growing number of professionals argue against its solitary use, believing it undermines respect for autonomy and social justice. In this column, a critical analysis of ABA practice is presented, through the lens of equity and the self-determined learning model of instruction. More specifically, advocacy for heightened emphasis on choice and personal agency, paired with strategies to support active learning within ABA-informed interventions, are discussed.
{"title":"Personal Agency as a Component of Applied Behavior Analysis","authors":"Brittany Desnoyer, Kimy Liu","doi":"10.1177/10534512221140529","DOIUrl":"https://doi.org/10.1177/10534512221140529","url":null,"abstract":"Applied behavior analysis (ABA), a mainstay treatment used in the education of students with autism spectrum disorder (ASD), has grown in popularity in recent years. Paralleling the growth of ABA are increasing concerns regarding its inequitable treatment of vulnerable, and otherwise marginalized, populations of students. Although ABA has been shown to provide observable educational benefit, a growing number of professionals argue against its solitary use, believing it undermines respect for autonomy and social justice. In this column, a critical analysis of ABA practice is presented, through the lens of equity and the self-determined learning model of instruction. More specifically, advocacy for heightened emphasis on choice and personal agency, paired with strategies to support active learning within ABA-informed interventions, are discussed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"138 - 142"},"PeriodicalIF":0.8,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46261095","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 : 2022-12-02DOI: 10.1177/10534512221140499
Mitchell L. Yell, Antonis Katsiyannis, Joseph B. Ryan
Thirty-one states have laws that may result in students being arrested for misbehavior in school that is often considered low-level rule violations. The problems with these laws include the vaguene...
{"title":"Kenny v. Wilson (2021): The Criminalization of Student Misbehavior","authors":"Mitchell L. Yell, Antonis Katsiyannis, Joseph B. Ryan","doi":"10.1177/10534512221140499","DOIUrl":"https://doi.org/10.1177/10534512221140499","url":null,"abstract":"Thirty-one states have laws that may result in students being arrested for misbehavior in school that is often considered low-level rule violations. The problems with these laws include the vaguene...","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"46 7","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514357","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 : 2022-10-29DOI: 10.1177/10534512221130072
E. Solari, Latisha Hayes, Alisha Demchak, Katie E. Wilburn
This article discusses developing special education teacher candidates who have a solid knowledge of scientifically aligned reading practices. Challenges in preservice teacher education are presented, including alignment of course work and clinical experiences to the robust evidence base in reading science. Key questions and resources are presented to guide teacher education in developing evidence-based reading methods courses and clinical experiences.
{"title":"Aligning Special Education Teacher Training With Reading Science: Challenges and Recommendations","authors":"E. Solari, Latisha Hayes, Alisha Demchak, Katie E. Wilburn","doi":"10.1177/10534512221130072","DOIUrl":"https://doi.org/10.1177/10534512221130072","url":null,"abstract":"This article discusses developing special education teacher candidates who have a solid knowledge of scientifically aligned reading practices. Challenges in preservice teacher education are presented, including alignment of course work and clinical experiences to the robust evidence base in reading science. Key questions and resources are presented to guide teacher education in developing evidence-based reading methods courses and clinical experiences.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"48 - 58"},"PeriodicalIF":0.8,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45440526","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 : 2022-10-29DOI: 10.1177/10534512221130065
Holly B. Lane, Valentina A. Contesse, Caitlin Gallingane
Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers’ capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key knowledge and skills needed to implement effective phonics intervention and provides suggestions for methods that teacher educators can use to develop candidates’ knowledge and skills.
{"title":"Phonics 101: Preparing Teachers to Provide Effective Intervention in Word Reading Skills","authors":"Holly B. Lane, Valentina A. Contesse, Caitlin Gallingane","doi":"10.1177/10534512221130065","DOIUrl":"https://doi.org/10.1177/10534512221130065","url":null,"abstract":"Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers’ capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key knowledge and skills needed to implement effective phonics intervention and provides suggestions for methods that teacher educators can use to develop candidates’ knowledge and skills.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"9 - 19"},"PeriodicalIF":0.8,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47649851","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 : 2022-10-25DOI: 10.1177/10534512221130078
N. Dobbins, Jennifer Elaine Smith, F. Deniz, Kyle Higgins
Dr. Erica McCray is a professor and associate dean for Faculty Affairs, Diversity, Equity, Inclusion, and Community Engagement in the College of Education at the University of Florida. In addition, she serves as co-principal investigator of the CEEDAR Center, an Office of Special Education Programs technical assistance project, and a National Science Foundation research project to broaden participation in engineering. Dr. McCray shares her non-linear path to higher education, which is driven by her strong desire to make the world a better place, particularly for people with disabilities and individuals from marginalized groups.
{"title":"Not All Paths Are Linear: A Conversation With Erica D. McCray","authors":"N. Dobbins, Jennifer Elaine Smith, F. Deniz, Kyle Higgins","doi":"10.1177/10534512221130078","DOIUrl":"https://doi.org/10.1177/10534512221130078","url":null,"abstract":"Dr. Erica McCray is a professor and associate dean for Faculty Affairs, Diversity, Equity, Inclusion, and Community Engagement in the College of Education at the University of Florida. In addition, she serves as co-principal investigator of the CEEDAR Center, an Office of Special Education Programs technical assistance project, and a National Science Foundation research project to broaden participation in engineering. Dr. McCray shares her non-linear path to higher education, which is driven by her strong desire to make the world a better place, particularly for people with disabilities and individuals from marginalized groups.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"81 - 84"},"PeriodicalIF":0.8,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48148183","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 : 2022-10-25DOI: 10.1177/10534512221130066
Brandy Gatlin-Nash, Jason C. Chow, Imani Evans
Children who speak with nonmainstream American English (NMAE) dialects represent a growing population in the U.S. public school system. This article provides recommendations for how teacher educators can support novice teachers in addressing the needs of NMAE speakers with or at risk for learning disabilities. This article focuses on four core recommendations that teacher educators and other practitioners can learn from and apply in teacher preparation coursework to support the learning outcomes and needs of NMAE dialect speakers. These are (a) basic instruction on and descriptions of language variation in reading methods courses, (b) addressing language variation within the core areas of language development, (c) guidance for novice teachers to critically examine reading and literacy theories to plan instruction, and (d) collaboration across disciplines to encourage interdisciplinary partnerships with other school personnel.
{"title":"Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities","authors":"Brandy Gatlin-Nash, Jason C. Chow, Imani Evans","doi":"10.1177/10534512221130066","DOIUrl":"https://doi.org/10.1177/10534512221130066","url":null,"abstract":"Children who speak with nonmainstream American English (NMAE) dialects represent a growing population in the U.S. public school system. This article provides recommendations for how teacher educators can support novice teachers in addressing the needs of NMAE speakers with or at risk for learning disabilities. This article focuses on four core recommendations that teacher educators and other practitioners can learn from and apply in teacher preparation coursework to support the learning outcomes and needs of NMAE dialect speakers. These are (a) basic instruction on and descriptions of language variation in reading methods courses, (b) addressing language variation within the core areas of language development, (c) guidance for novice teachers to critically examine reading and literacy theories to plan instruction, and (d) collaboration across disciplines to encourage interdisciplinary partnerships with other school personnel.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"20 - 28"},"PeriodicalIF":0.8,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45035293","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：