Pub Date : 2024-09-18DOI: 10.1177/87568705241277548
Kera B. Ackerman, Melinda Jones Ault, Ginevra Courtade, Mary Elliott, Tara D. Harmon, Kristie N. Jones, Katherine L. Jordan, Abbi M. Long, Janet Nutt, Kai M. O’Neill, Lorita N. Rowlett, Kate Snider, Rasheeda R. Swain, Enrika Wright
In this program description, the authors explain how a doctoral-level embedded service-learning opportunity, part of Project PURPLE (Preparing Urban and Rural Personnel as Leaders in Education), a collaborative personnel preparation training program, taught future faculty to meet the needs of urban and rural schools in high-need settings. The collaboration between two large institutions in the same state offered scholars a unique opportunity to engage in teaching, research, and service across institutions. For the service-learning project, teams of cross-institution scholars partnered with consultants from a regional special education cooperative that provides technical assistance to a large rural geographical area. Eleven scholars completed seven diverse service projects, ranging from training education professionals to engaging caregivers. This description discusses these projects, along with the benefits to the scholars and the regional cooperative. It also explores implications for practice for future personnel preparation collaborations and possible avenues for future research.
{"title":"Preparing Future Special Education Faculty for Service in Rural Communities","authors":"Kera B. Ackerman, Melinda Jones Ault, Ginevra Courtade, Mary Elliott, Tara D. Harmon, Kristie N. Jones, Katherine L. Jordan, Abbi M. Long, Janet Nutt, Kai M. O’Neill, Lorita N. Rowlett, Kate Snider, Rasheeda R. Swain, Enrika Wright","doi":"10.1177/87568705241277548","DOIUrl":"https://doi.org/10.1177/87568705241277548","url":null,"abstract":"In this program description, the authors explain how a doctoral-level embedded service-learning opportunity, part of Project PURPLE (Preparing Urban and Rural Personnel as Leaders in Education), a collaborative personnel preparation training program, taught future faculty to meet the needs of urban and rural schools in high-need settings. The collaboration between two large institutions in the same state offered scholars a unique opportunity to engage in teaching, research, and service across institutions. For the service-learning project, teams of cross-institution scholars partnered with consultants from a regional special education cooperative that provides technical assistance to a large rural geographical area. Eleven scholars completed seven diverse service projects, ranging from training education professionals to engaging caregivers. This description discusses these projects, along with the benefits to the scholars and the regional cooperative. It also explores implications for practice for future personnel preparation collaborations and possible avenues for future research.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"203 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/87568705241275153
Ginevra R. Courtade
{"title":"Riding Fences","authors":"Ginevra R. Courtade","doi":"10.1177/87568705241275153","DOIUrl":"https://doi.org/10.1177/87568705241275153","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/87568705241268687
Amy E. Barth, Ethan R. Ankrum, Cathy Newman Thomas
National data indicate that approximately 90% of rural students with a reading disability read at or below basic levels of reading proficiency. A growing body of research demonstrates that the ability to make inferences is essential for reading comprehension but particularly difficult for students with reading disabilities. Compounding matters, rural special educators often have limited resources available to support students with reading disabilities, largely served in general education classrooms. In this Practice in Action article, we support rural special educators who must innovatively collaborate with general education teachers to ensure high quality and specialized reading instruction and support inclusive and equitable learning environments by (a) defining inferencing, (b) reviewing College and Career Readiness Anchor Standards that support inferencing, (c) discussing the inference skills of students with or at-risk for reading disabilities, (d) outlining components of effective inference instruction, and (e) offering recommendations for how to teach inferencing using a graphic organizer.
全国数据显示，大约 90% 有阅读障碍的农村学生的阅读能力处于或低于基本水平。越来越多的研究表明，推理能力对阅读理解至关重要，但对阅读障碍学生来说尤其困难。使问题更加复杂的是，农村特殊教育工作者通常只有有限的资源来支持有阅读障碍的学生，而这些学生大多在普通教育课堂上接受教育。在这篇 "行动中的实践"（Practice in Action）的文章中，我们将通过以下几个方面来支持农村特殊教育工作者，他们必须以创新的方式与普通教育教师合作，以确保高质量和专业化的阅读教学，并支持全纳和公平的学习环境：（a）定义推理；（b）回顾支持推理的《大学和职业准备锚定标准》；（c）讨论阅读障碍学生或有阅读障碍风险的学生的推理能力；（d）概述有效推理教学的组成部分；以及（e）就如何使用图形组织器进行推理教学提出建议。
{"title":"Inference Instruction for Students With Reading Disabilities","authors":"Amy E. Barth, Ethan R. Ankrum, Cathy Newman Thomas","doi":"10.1177/87568705241268687","DOIUrl":"https://doi.org/10.1177/87568705241268687","url":null,"abstract":"National data indicate that approximately 90% of rural students with a reading disability read at or below basic levels of reading proficiency. A growing body of research demonstrates that the ability to make inferences is essential for reading comprehension but particularly difficult for students with reading disabilities. Compounding matters, rural special educators often have limited resources available to support students with reading disabilities, largely served in general education classrooms. In this Practice in Action article, we support rural special educators who must innovatively collaborate with general education teachers to ensure high quality and specialized reading instruction and support inclusive and equitable learning environments by (a) defining inferencing, (b) reviewing College and Career Readiness Anchor Standards that support inferencing, (c) discussing the inference skills of students with or at-risk for reading disabilities, (d) outlining components of effective inference instruction, and (e) offering recommendations for how to teach inferencing using a graphic organizer.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"44 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-29DOI: 10.1177/87568705241246009
Yael Grinshtain, Shirley Miedijensky, Alexander Zibenberg
Drawing on the bioecological theory developed by Bronfenbrenner, the researchers of this study examined four environmental systems—microsystem, mesosystem, exosystem, and macrosystem—for gifted children in Israel as perceived by their parents, focusing on a comparison between rural and central contexts. The rural context comprises peripheral areas that are located in distant areas and characterized by small settlements. The central context refers to settlements that are located in the center of the country, characterized by large urban municipalities. The researchers developed a questionnaire that was taken by 284 Israeli parents of gifted students. Results indicated that parents perceived the macrosystem as less contributory to the development of gifted students in rural areas. Parents in rural areas also believed the governance system was less supportive of the needs of gifted students and offered fewer practical and educational and learning resources. The microsystem, in contrast, was seen as contributory in rural areas: Community, friends, and home/family were significantly stronger in the rural context. Thus, the contribution of the microsystem seems to balance the weaknesses or shortcomings of the macrosystem. This study identifies the best systems for gifted students in rural areas by highlighting the importance of the community while also pointing out the lack of support from government.
{"title":"Environmental and Educational Systems for Gifted Students: Rural and Central Contexts","authors":"Yael Grinshtain, Shirley Miedijensky, Alexander Zibenberg","doi":"10.1177/87568705241246009","DOIUrl":"https://doi.org/10.1177/87568705241246009","url":null,"abstract":"Drawing on the bioecological theory developed by Bronfenbrenner, the researchers of this study examined four environmental systems—microsystem, mesosystem, exosystem, and macrosystem—for gifted children in Israel as perceived by their parents, focusing on a comparison between rural and central contexts. The rural context comprises peripheral areas that are located in distant areas and characterized by small settlements. The central context refers to settlements that are located in the center of the country, characterized by large urban municipalities. The researchers developed a questionnaire that was taken by 284 Israeli parents of gifted students. Results indicated that parents perceived the macrosystem as less contributory to the development of gifted students in rural areas. Parents in rural areas also believed the governance system was less supportive of the needs of gifted students and offered fewer practical and educational and learning resources. The microsystem, in contrast, was seen as contributory in rural areas: Community, friends, and home/family were significantly stronger in the rural context. Thus, the contribution of the microsystem seems to balance the weaknesses or shortcomings of the macrosystem. This study identifies the best systems for gifted students in rural areas by highlighting the importance of the community while also pointing out the lack of support from government.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"113 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140841598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-27DOI: 10.1177/87568705241244576
Kim K. Floyd, Annemarie Horn, Melissa Sherfinski
The effects of mental health challenges in the United States are growing and affect both P-12 special education teachers and faculty at institutions of higher education (IHE). Educators struggle with compassion fatigue and associated burnout. With educators leaving the field for a plethora of reasons, it is vital to examine factors that support those who remain in education. Thus, we analyzed factors that support the retention of educators at both levels of instruction. In a qualitative analysis of data from survey respondents ( N = 200), we examined the resiliency and endurance of practicing rural P-12 special educators and faculty at IHEs. Results from inductive content analysis indicate that factors leading to persistence in education begin with educators finding meaning in their teaching. Educators who demonstrate career endurance have a strong sense of self-efficacy in their teaching abilities, receive emotional benefits from their students, and have quality opportunities to mentor and collaborate with others. By contrast, some educators indicate burnout is a key factor for leaving the field, and reported reasons include low pay, paperwork, poor work/life balance, lack of respect, and the mental health of themselves and their students. Based on these findings, we offer recommendations for research and practice.
{"title":"Compassion Fatigue, Resilience, and Endurance of Special Educators in Rural P-12 and Higher Education","authors":"Kim K. Floyd, Annemarie Horn, Melissa Sherfinski","doi":"10.1177/87568705241244576","DOIUrl":"https://doi.org/10.1177/87568705241244576","url":null,"abstract":"The effects of mental health challenges in the United States are growing and affect both P-12 special education teachers and faculty at institutions of higher education (IHE). Educators struggle with compassion fatigue and associated burnout. With educators leaving the field for a plethora of reasons, it is vital to examine factors that support those who remain in education. Thus, we analyzed factors that support the retention of educators at both levels of instruction. In a qualitative analysis of data from survey respondents ( N = 200), we examined the resiliency and endurance of practicing rural P-12 special educators and faculty at IHEs. Results from inductive content analysis indicate that factors leading to persistence in education begin with educators finding meaning in their teaching. Educators who demonstrate career endurance have a strong sense of self-efficacy in their teaching abilities, receive emotional benefits from their students, and have quality opportunities to mentor and collaborate with others. By contrast, some educators indicate burnout is a key factor for leaving the field, and reported reasons include low pay, paperwork, poor work/life balance, lack of respect, and the mental health of themselves and their students. Based on these findings, we offer recommendations for research and practice.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"11 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140811029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/87568705241234686
Mary Elliott, Abbi M. Long, Jennifer M. Pollard, Caroline M. Fitchett, Ginevra Courtade
A shortage of certified teacher candidates nationwide is especially challenging in the field of special education. U.S. rural school districts are even more impacted due to limited access to universities because of geographical distance. In this program description, we look at the University Louisville’s fully online special education alternative teacher preparation (ATP) program in moderate to severe disabilities, which was developed to lessen the teacher shortage and meet the needs of teacher candidates in school districts in Kentucky. Both the program mentoring structure and course information are provided. Feedback regarding ATP candidates’ perceptions of the mentoring support they received are shared based on school setting (rural or urban) as well as data highlighting the growing increase in enrollment since adapting to an online format. Limitations of the current program and future directions are described.
全国认证教师候选人的短缺对特殊教育领域尤其具有挑战性。由于地理距离的限制，进入大学的机会有限，美国农村学区受到的影响更大。在本课程介绍中，我们将介绍路易斯维尔大学的中度至重度残疾特殊教育替代教师准备（ATP）全在线课程，该课程旨在缓解教师短缺问题，满足肯塔基州学区教师候选人的需求。该项目提供了项目指导结构和课程信息。根据学校环境（农村或城市），分享了关于 ATP 候选人对所获指导支持的看法的反馈，以及自适应在线形式以来入学人数不断增加的数据。此外，还介绍了当前项目的局限性和未来发展方向。
{"title":"Bridging the Rural Special Educator Gap: Mentoring to Support Alternative Teacher Preparation Candidates","authors":"Mary Elliott, Abbi M. Long, Jennifer M. Pollard, Caroline M. Fitchett, Ginevra Courtade","doi":"10.1177/87568705241234686","DOIUrl":"https://doi.org/10.1177/87568705241234686","url":null,"abstract":"A shortage of certified teacher candidates nationwide is especially challenging in the field of special education. U.S. rural school districts are even more impacted due to limited access to universities because of geographical distance. In this program description, we look at the University Louisville’s fully online special education alternative teacher preparation (ATP) program in moderate to severe disabilities, which was developed to lessen the teacher shortage and meet the needs of teacher candidates in school districts in Kentucky. Both the program mentoring structure and course information are provided. Feedback regarding ATP candidates’ perceptions of the mentoring support they received are shared based on school setting (rural or urban) as well as data highlighting the growing increase in enrollment since adapting to an online format. Limitations of the current program and future directions are described.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"2 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1177/87568705241232388
Emerson Barnett, Ting Huang
The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention services). This scarcity is closely linked to the lack of accessible knowledge for these teachers. Both a high attrition rate and lack of expertise negatively affect the educational outcomes of students with LID. We propose school–university partnerships (SUPs) to alleviate these challenges. This position paper presents the critical elements of a comprehensive SUP by synthesizing programs reported in the literature, including the following elements (a) instructional, assessment, and online resources; (b) mentorship; and (c) professional development. We specifically identify how these elements can improve outcomes of students with LID and alleviate the rural special education teacher shortage. Finally, we discuss the implications of this proposed SUP and implications for practices, policy, and research.
在农村地区，教师短缺的问题更加严重，因为教育工作者的工作对象是低发病率残疾学生（低发病率残疾；视力或听力障碍；严重认知障碍；儿童接受早期干预服务需要少数具备高度专业技能和知识的人员的任何障碍）。这种稀缺性与这些教师缺乏可获得的知识密切相关。高流失率和专业知识的缺乏都会对 LID 学生的教育成果产生负面影响。我们建议建立学校-大学合作伙伴关系（SUP），以缓解这些挑战。本立场文件综合了文献中报道的项目，介绍了综合 SUP 的关键要素，包括以下要素 (a) 教学、评估和在线资源；(b) 指导；以及 (c) 专业发展。我们特别指出了这些要素如何能够改善 LID 学生的学习成绩，缓解农村特殊教育教师短缺的问题。最后，我们讨论了这一拟议 SUP 的意义以及对实践、政策和研究的影响。
{"title":"Increasing Teacher Retention and Supporting Students With Low-Incidence Disabilities Through University Partnership","authors":"Emerson Barnett, Ting Huang","doi":"10.1177/87568705241232388","DOIUrl":"https://doi.org/10.1177/87568705241232388","url":null,"abstract":"The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention services). This scarcity is closely linked to the lack of accessible knowledge for these teachers. Both a high attrition rate and lack of expertise negatively affect the educational outcomes of students with LID. We propose school–university partnerships (SUPs) to alleviate these challenges. This position paper presents the critical elements of a comprehensive SUP by synthesizing programs reported in the literature, including the following elements (a) instructional, assessment, and online resources; (b) mentorship; and (c) professional development. We specifically identify how these elements can improve outcomes of students with LID and alleviate the rural special education teacher shortage. Finally, we discuss the implications of this proposed SUP and implications for practices, policy, and research.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"5 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140020026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1177/87568705241231599
Sarah N. Douglas, Ryan Bowles, Joshua Plavnick, Sarah M. Dunkel-Jackson, Tiantian Sun, Atikah Bagawan
Paraeducators frequently support children who use augmentative and alternative communication (AAC) but often lack access to effective training opportunities. Similarly, special education teachers are responsible for supervising paraeducators but often lack effective training on AAC and paraeducator supervision. The POWR+ (Prepare the activity and AAC, Offer opportunities for communication, Wait for the child’s communication, Respond to the child’s communication, + model AAC) intervention provides training to both paraeducators and supervising teachers to support communication for children who use AAC. In this study, a single-case multiple probe design was used to examine the effects of the POWR+ intervention (e.g., communication opportunities, responses to child communication, and plus AAC models provided by paraeducators) for three teacher–paraeducator–child teams. As a result of the POWR+ intervention paraeducator communication opportunities and paraeducator AAC models increased for all paraeducators. Increases were also noted for communication turns for one child and paraeducator responses to child communication for two paraeducators. Results indicate that the POWR+ intervention may be a viable training option for paraeducators and teachers who support children who use AAC.
{"title":"An Online Communication Partner Training Program: POWR+ Intervention Results for Teachers, Paraeducators, and Children","authors":"Sarah N. Douglas, Ryan Bowles, Joshua Plavnick, Sarah M. Dunkel-Jackson, Tiantian Sun, Atikah Bagawan","doi":"10.1177/87568705241231599","DOIUrl":"https://doi.org/10.1177/87568705241231599","url":null,"abstract":"Paraeducators frequently support children who use augmentative and alternative communication (AAC) but often lack access to effective training opportunities. Similarly, special education teachers are responsible for supervising paraeducators but often lack effective training on AAC and paraeducator supervision. The POWR+ (Prepare the activity and AAC, Offer opportunities for communication, Wait for the child’s communication, Respond to the child’s communication, + model AAC) intervention provides training to both paraeducators and supervising teachers to support communication for children who use AAC. In this study, a single-case multiple probe design was used to examine the effects of the POWR+ intervention (e.g., communication opportunities, responses to child communication, and plus AAC models provided by paraeducators) for three teacher–paraeducator–child teams. As a result of the POWR+ intervention paraeducator communication opportunities and paraeducator AAC models increased for all paraeducators. Increases were also noted for communication turns for one child and paraeducator responses to child communication for two paraeducators. Results indicate that the POWR+ intervention may be a viable training option for paraeducators and teachers who support children who use AAC.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"295 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139977800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1177/87568705231216449
Holly M. Long, Emily C. Bouck, Carrie O’Reilly
Providing high-quality services to students with disabilities in rural settings can be challenging, as rural schools often lack resources both in and out of the classroom. One potential option to provide high-quality mathematics instruction to students with disabilities in rural areas is using virtual manipulatives and online instruction. In this study, a single-case research design was used to examine the progress of three high school students with intellectual and developmental disabilities (IDDs) as they used a virtual money manipulative within an online learning environment to solve making change problems. The researchers found a functional relation between the intervention package (i.e., a virtual money manipulative, modeling, system of least prompts) and the dependent variable of accuracy in solving making change problems across three students. In addition, all three students demonstrated an increase in independence during each session and maintained their accuracy and independence after the intervention concluded.
{"title":"Just Dollars and Cents: Making Change via a Virtual Money Manipulative","authors":"Holly M. Long, Emily C. Bouck, Carrie O’Reilly","doi":"10.1177/87568705231216449","DOIUrl":"https://doi.org/10.1177/87568705231216449","url":null,"abstract":"Providing high-quality services to students with disabilities in rural settings can be challenging, as rural schools often lack resources both in and out of the classroom. One potential option to provide high-quality mathematics instruction to students with disabilities in rural areas is using virtual manipulatives and online instruction. In this study, a single-case research design was used to examine the progress of three high school students with intellectual and developmental disabilities (IDDs) as they used a virtual money manipulative within an online learning environment to solve making change problems. The researchers found a functional relation between the intervention package (i.e., a virtual money manipulative, modeling, system of least prompts) and the dependent variable of accuracy in solving making change problems across three students. In addition, all three students demonstrated an increase in independence during each session and maintained their accuracy and independence after the intervention concluded.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"32 4","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.1177/87568705231214781
Jessica N. Torelli, Christina R. Noel, Kaitlin A. Morris, Evyn B. Hendrickson
Effective use of classroom management practices is critical to creating positive classroom climates supporting students’ academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows teachers need training to use BSP at high frequencies. Multicomponent training packages with sustained coaching have demonstrated increases in teacher use of BSP, but more flexible training approaches are needed to meet the needs of rural teachers. We used a multiple baseline design to first evaluate the effects of an online module on rural teachers’ use of BSP. Then, we evaluated the additive effects of asynchronous, virtual peer coaching on BSP. Results tentatively suggest the presence of a functional relation between virtual peer coaching and BSP following the online module and suggest the absence of a functional relation between the online module alone and BSP.
{"title":"Evaluating the Effects of Online Instruction and Virtual Peer Coaching on Rural Teachers’ Use of Behavior-Specific Praise","authors":"Jessica N. Torelli, Christina R. Noel, Kaitlin A. Morris, Evyn B. Hendrickson","doi":"10.1177/87568705231214781","DOIUrl":"https://doi.org/10.1177/87568705231214781","url":null,"abstract":"Effective use of classroom management practices is critical to creating positive classroom climates supporting students’ academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows teachers need training to use BSP at high frequencies. Multicomponent training packages with sustained coaching have demonstrated increases in teacher use of BSP, but more flexible training approaches are needed to meet the needs of rural teachers. We used a multiple baseline design to first evaluate the effects of an online module on rural teachers’ use of BSP. Then, we evaluated the additive effects of asynchronous, virtual peer coaching on BSP. Results tentatively suggest the presence of a functional relation between virtual peer coaching and BSP following the online module and suggest the absence of a functional relation between the online module alone and BSP.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"16 4","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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