Pub Date : 2022-10-19DOI: 10.1080/09362835.2022.2134867
J. Harper, Allison F. Gilmour, Nicholas Galea
ABSTRACT Special education teacher shortages result in unqualified teachers working with students who have disabilities. Past research has focused on national shortages and the number of special education teachers in schools, but fewer studies have examined the number of new special education program completers, an important aspect of the potential special educator pipeline. In this study, we used publicly available data to examine long- and short-term trends in the number of program completers, if these trends were related to the number of students with disabilities over time, and if trends varied by state. Using graphs and multilevel modeling, we found that trends in the special education teacher pipeline varied dramatically by state, that national averages might be substantially influenced by large states, and that trends in recent years suggest a decline in special education program completers. We discuss the implications of these findings for ensuring that all students with disabilities have access to teachers with special education training.
{"title":"Trends in the Potential Supply of New Special Educators","authors":"J. Harper, Allison F. Gilmour, Nicholas Galea","doi":"10.1080/09362835.2022.2134867","DOIUrl":"https://doi.org/10.1080/09362835.2022.2134867","url":null,"abstract":"ABSTRACT Special education teacher shortages result in unqualified teachers working with students who have disabilities. Past research has focused on national shortages and the number of special education teachers in schools, but fewer studies have examined the number of new special education program completers, an important aspect of the potential special educator pipeline. In this study, we used publicly available data to examine long- and short-term trends in the number of program completers, if these trends were related to the number of students with disabilities over time, and if trends varied by state. Using graphs and multilevel modeling, we found that trends in the special education teacher pipeline varied dramatically by state, that national averages might be substantially influenced by large states, and that trends in recent years suggest a decline in special education program completers. We discuss the implications of these findings for ensuring that all students with disabilities have access to teachers with special education training.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47566282","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 : 2022-10-08DOI: 10.1080/09362835.2022.2130320
C. Sahin, Aysun Colak
ABSTRACT Children with autism spectrum disorder (ASD) are known to experience emotional hypo/hypersensitivity, aside from exhibiting restricted and repetitive behaviors. These behaviors prevent them from perceiving and simultaneously responding to environmental stimuli, meaning that they may not notice potential hazards. Children with ASD are in the risk group for home accidents, being unaware of the hazards, and are therefore open to environmental risks. The aim of this study is to determine the needs of families that have children with ASD for home safety skills and to test the effectiveness of the training program prepared. Qualitative, quantitative, and quantitative levels were carried out sequentially in this study conducted with a multilevel mixed design. The findings of the qualitative and quantitative levels revealed that the families were content with taking measures regarding only home accidents, and they were insufficient in providing education. In the last level, the program was effective in the experimental group, and the awareness of the families increased in the interviews. The program, which also aims to prevent home accidents to which children with special needs are exposed, can be applied to children with and without developmental disability through instructive booklets, animations, and videos.
{"title":"Training Home Safety Skills to Parents of Children with Autism Spectrum Disorder: A Multilevel Mixed Study","authors":"C. Sahin, Aysun Colak","doi":"10.1080/09362835.2022.2130320","DOIUrl":"https://doi.org/10.1080/09362835.2022.2130320","url":null,"abstract":"ABSTRACT Children with autism spectrum disorder (ASD) are known to experience emotional hypo/hypersensitivity, aside from exhibiting restricted and repetitive behaviors. These behaviors prevent them from perceiving and simultaneously responding to environmental stimuli, meaning that they may not notice potential hazards. Children with ASD are in the risk group for home accidents, being unaware of the hazards, and are therefore open to environmental risks. The aim of this study is to determine the needs of families that have children with ASD for home safety skills and to test the effectiveness of the training program prepared. Qualitative, quantitative, and quantitative levels were carried out sequentially in this study conducted with a multilevel mixed design. The findings of the qualitative and quantitative levels revealed that the families were content with taking measures regarding only home accidents, and they were insufficient in providing education. In the last level, the program was effective in the experimental group, and the awareness of the families increased in the interviews. The program, which also aims to prevent home accidents to which children with special needs are exposed, can be applied to children with and without developmental disability through instructive booklets, animations, and videos.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":"165 - 184"},"PeriodicalIF":1.3,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47503368","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 : 2022-10-05DOI: 10.1080/09362835.2022.2130322
Marta Aparicio Puerta, M. T. Polo Sánchez
ABSTRACT To create an inclusion school, we must take into account the attitudes toward disability of the entire educational community, i.e., teachers, families and peers. Specifically, it is essential that this inclusion begins to take place from when the pupils are very young. Therefore, this research carried out a systematic review of the studies that have examined the attitudes toward disability of these three groups in the early childhood education stage, with special emphasis on the methodology used. The results show that teachers and families, in general, reflect positive attitudes, while the children showed less favorable attitudes. The methodology demonstrated a greater preference for quantitative methods in the case of children and teachers, while in families, there is greater heterogeneity. Finally, it can be concluded that the attitudes of families and children in early childhood education are scarcely studied, so more research is needed.
{"title":"Attitudes Toward Disability in Early Childhood Education: A Methodological Review","authors":"Marta Aparicio Puerta, M. T. Polo Sánchez","doi":"10.1080/09362835.2022.2130322","DOIUrl":"https://doi.org/10.1080/09362835.2022.2130322","url":null,"abstract":"ABSTRACT To create an inclusion school, we must take into account the attitudes toward disability of the entire educational community, i.e., teachers, families and peers. Specifically, it is essential that this inclusion begins to take place from when the pupils are very young. Therefore, this research carried out a systematic review of the studies that have examined the attitudes toward disability of these three groups in the early childhood education stage, with special emphasis on the methodology used. The results show that teachers and families, in general, reflect positive attitudes, while the children showed less favorable attitudes. The methodology demonstrated a greater preference for quantitative methods in the case of children and teachers, while in families, there is greater heterogeneity. Finally, it can be concluded that the attitudes of families and children in early childhood education are scarcely studied, so more research is needed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46085519","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 : 2022-09-30DOI: 10.1080/09362835.2022.2130321
F. Safarpour, M. Ashori
ABSTRACT Behavioral emotion regulation and resilience are crucial in daily life. This research aimed to investigate the impact of the Incredible Years (IY) parenting program on behavioral emotion regulation and resilience in mothers of deaf children. The present study was a quasi-randomized controlled trial design. Twenty mothers between the ages of 28 and 41 years of age who had deaf children were randomly selected from Baghcheban deaf school in Shahreza, Iran. They were randomly assigned to experimental (n = 10) or control (n = 10) groups. The experimental group participated in the 12-session IY parenting program, while the control group did not participate in this program. Both groups completed the Emotion Behavioral Regulation Questionnaire (EBRQ) and Resiliency Scale (RISC) at pre and post-intervention. The data were analyzed using the Multivariate Analysis of Covariance (MANCOVA) test. The results showed that the intervention significantly and positively influenced behavioral emotion regulation and resilience in mothers of deaf children (p < .001). This study suggests that IY parenting program can promote behavioral emotion regulation and resilience in mothers of deaf children. Therefore, this program was feasible and acceptable to these mothers.
{"title":"Incredible Years Parenting Program: Behavioral Emotion Regulation and Resilience in Mothers of Deaf Children","authors":"F. Safarpour, M. Ashori","doi":"10.1080/09362835.2022.2130321","DOIUrl":"https://doi.org/10.1080/09362835.2022.2130321","url":null,"abstract":"ABSTRACT Behavioral emotion regulation and resilience are crucial in daily life. This research aimed to investigate the impact of the Incredible Years (IY) parenting program on behavioral emotion regulation and resilience in mothers of deaf children. The present study was a quasi-randomized controlled trial design. Twenty mothers between the ages of 28 and 41 years of age who had deaf children were randomly selected from Baghcheban deaf school in Shahreza, Iran. They were randomly assigned to experimental (n = 10) or control (n = 10) groups. The experimental group participated in the 12-session IY parenting program, while the control group did not participate in this program. Both groups completed the Emotion Behavioral Regulation Questionnaire (EBRQ) and Resiliency Scale (RISC) at pre and post-intervention. The data were analyzed using the Multivariate Analysis of Covariance (MANCOVA) test. The results showed that the intervention significantly and positively influenced behavioral emotion regulation and resilience in mothers of deaf children (p < .001). This study suggests that IY parenting program can promote behavioral emotion regulation and resilience in mothers of deaf children. Therefore, this program was feasible and acceptable to these mothers.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":"185 - 197"},"PeriodicalIF":1.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44134129","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 : 2022-08-30DOI: 10.1080/09362835.2022.2100391
Tina M. Taylor, S. Roper, Mary Woodruff, H. Grow, D. Freeborn
ABSTRACT Scant research exists regarding how family cohesion is related to relationships among siblings with and without disabilities. The purpose of this study, based upon the Double ABCX Model of Adaptation, was to investigate cohesion and sibling relationships in families raising typically developing siblings (TDC) and families raising children with some type of disability. Mothers and fathers of 221 sibling pairs completed demographic, family cohesion, and sibling relationships questionnaires. Paired t-tests, correlations, and structural equation modeling were used to analyze the data. Mothers reported higher levels of family cohesion than fathers. Comparing families raising TDC with families raising a child with some type of disability, parents of TDC reported higher cohesion than parents of children with autism spectrum disorder (ASD); fathers of TDC reported higher cohesion than fathers of children with Down syndrome (DS). However, parents of TDC reported less positive sibling relationships than parents of DS. Higher levels of cohesion correlated with more positive sibling relationships. It was concluded that relationships exist between family cohesion and sibling relationships, and these perceptions differ between families raising children with or without disabilities. Implications for research and practice are discussed.
{"title":"Family Cohesion and Positive Sibling Relationships in Families Raising a Child with or without a Disability","authors":"Tina M. Taylor, S. Roper, Mary Woodruff, H. Grow, D. Freeborn","doi":"10.1080/09362835.2022.2100391","DOIUrl":"https://doi.org/10.1080/09362835.2022.2100391","url":null,"abstract":"ABSTRACT Scant research exists regarding how family cohesion is related to relationships among siblings with and without disabilities. The purpose of this study, based upon the Double ABCX Model of Adaptation, was to investigate cohesion and sibling relationships in families raising typically developing siblings (TDC) and families raising children with some type of disability. Mothers and fathers of 221 sibling pairs completed demographic, family cohesion, and sibling relationships questionnaires. Paired t-tests, correlations, and structural equation modeling were used to analyze the data. Mothers reported higher levels of family cohesion than fathers. Comparing families raising TDC with families raising a child with some type of disability, parents of TDC reported higher cohesion than parents of children with autism spectrum disorder (ASD); fathers of TDC reported higher cohesion than fathers of children with Down syndrome (DS). However, parents of TDC reported less positive sibling relationships than parents of DS. Higher levels of cohesion correlated with more positive sibling relationships. It was concluded that relationships exist between family cohesion and sibling relationships, and these perceptions differ between families raising children with or without disabilities. Implications for research and practice are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":"118 - 134"},"PeriodicalIF":1.3,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42535095","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 : 2022-07-29DOI: 10.1080/09362835.2022.2100389
N. Quick, Julia J. Yi, K. Erickson
ABSTRACT This descriptive study examined the extratextual utterances of 10 special education teachers as they engaged in shared reading with groups of their students with extensive support needs (ESN) in special education classrooms. The independent variables were grade band (i.e., elementary, middle, high) and students’ expressive language (i.e., high versus low percentage of students who combine words, signs or symbols to communicate). The dependent variables included teachers’ book-related extratextual utterances and book-related extratextual questions coded in five mutually exclusive categories (i.e., explicit reference, background only, integrated references, integrated background, and print related). Approximately half of teachers’ extratextual utterances were book related, with explicit reference and background only questions composing 84.4% of all book-related questions. Cross-sectional comparisons of grade bands revealed no significant differences in the percentage of book-related, extratextual utterances or questions (p = .188, = .38; p = .099, = .48, respectively). Cross-sectional comparisons of groups with high and low percentages of students who use language expressively revealed no significant differences for book-related, extratextual utterances or questions (p = .202, g = .77; p = .160, g = .89, respectively). The implications for teacher practice in shared reading with students who have ESN are discussed.
{"title":"Teacher Extratextual Talk During Shared Reading with Students with Extensive Support Needs","authors":"N. Quick, Julia J. Yi, K. Erickson","doi":"10.1080/09362835.2022.2100389","DOIUrl":"https://doi.org/10.1080/09362835.2022.2100389","url":null,"abstract":"ABSTRACT This descriptive study examined the extratextual utterances of 10 special education teachers as they engaged in shared reading with groups of their students with extensive support needs (ESN) in special education classrooms. The independent variables were grade band (i.e., elementary, middle, high) and students’ expressive language (i.e., high versus low percentage of students who combine words, signs or symbols to communicate). The dependent variables included teachers’ book-related extratextual utterances and book-related extratextual questions coded in five mutually exclusive categories (i.e., explicit reference, background only, integrated references, integrated background, and print related). Approximately half of teachers’ extratextual utterances were book related, with explicit reference and background only questions composing 84.4% of all book-related questions. Cross-sectional comparisons of grade bands revealed no significant differences in the percentage of book-related, extratextual utterances or questions (p = .188, = .38; p = .099, = .48, respectively). Cross-sectional comparisons of groups with high and low percentages of students who use language expressively revealed no significant differences for book-related, extratextual utterances or questions (p = .202, g = .77; p = .160, g = .89, respectively). The implications for teacher practice in shared reading with students who have ESN are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"32 4","pages":"85 - 101"},"PeriodicalIF":1.3,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41293305","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 : 2022-07-25DOI: 10.1080/09362835.2022.2100392
Jamie N. Pearson, Jared H. Stewart-Ginsburg, Kayla M. Malone, Lonnie D. C. Manns, DeVoshia L. Mason Martin, Danyale Sturdivant
ABSTRACT Despite increased diagnostic prevalence, Black parents raising autistic youth still experience additional and unique barriers to accessing and using autism-related services compared to their non-Black peers. Increasing parent advocacy capacity may be one way to reduce these disparities. This efficacy study examined the effects of the FACES advocacy program on advocacy capacity for Black parents raising autistic youth. Authors used a quasi-experimental research design that compared pretest and posttest measures for 16 Black parents raising autistic youth. Intervention participants demonstrated increases in family empowerment, school communication, and perceptions of advocacy ability. Findings offer emergent evidence of advocacy programs for Black families raising autistic youth.
{"title":"Best FACES Forward: Outcomes of an Advocacy Intervention for Black Parents Raising Autistic Youth","authors":"Jamie N. Pearson, Jared H. Stewart-Ginsburg, Kayla M. Malone, Lonnie D. C. Manns, DeVoshia L. Mason Martin, Danyale Sturdivant","doi":"10.1080/09362835.2022.2100392","DOIUrl":"https://doi.org/10.1080/09362835.2022.2100392","url":null,"abstract":"ABSTRACT Despite increased diagnostic prevalence, Black parents raising autistic youth still experience additional and unique barriers to accessing and using autism-related services compared to their non-Black peers. Increasing parent advocacy capacity may be one way to reduce these disparities. This efficacy study examined the effects of the FACES advocacy program on advocacy capacity for Black parents raising autistic youth. Authors used a quasi-experimental research design that compared pretest and posttest measures for 16 Black parents raising autistic youth. Intervention participants demonstrated increases in family empowerment, school communication, and perceptions of advocacy ability. Findings offer emergent evidence of advocacy programs for Black families raising autistic youth.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":"135 - 148"},"PeriodicalIF":1.3,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42256403","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 : 2022-07-21DOI: 10.1080/09362835.2022.2100393
Kary Zarate, Marie Tejero Hughes, Daniel M. Maggin
ABSTRACT Through the design of a survey and measure validation using exploratory factor analysis (EFA), we aimed to identify and define constructs required for special education teacher leadership that may inform the focus of professional development opportunities. Results of the analysis indicate a four-factor model is best suited for measuring special education teacher leadership capacity at the individual level. The teacher leadership domains that were defined through the EFA were as follows: (a) pedagogical confidence, (b) ethical considerations, (c) collaboration, and (d) assessment practices. Additionally, we identify differences between general and special education teacher identification of leadership skills, which can assist in targeting professional development to the specific needs of special education teachers that differ from general educators. Implications for research and professional development are presented to improve our understanding of and preparation of special teacher leadership. Through this work, we present a teacher leadership framework for the professional development of special education teacher leadership.
{"title":"Special Education Teacher Leadership: Toward a Teacher Leadership Framework for Professional Development","authors":"Kary Zarate, Marie Tejero Hughes, Daniel M. Maggin","doi":"10.1080/09362835.2022.2100393","DOIUrl":"https://doi.org/10.1080/09362835.2022.2100393","url":null,"abstract":"ABSTRACT Through the design of a survey and measure validation using exploratory factor analysis (EFA), we aimed to identify and define constructs required for special education teacher leadership that may inform the focus of professional development opportunities. Results of the analysis indicate a four-factor model is best suited for measuring special education teacher leadership capacity at the individual level. The teacher leadership domains that were defined through the EFA were as follows: (a) pedagogical confidence, (b) ethical considerations, (c) collaboration, and (d) assessment practices. Additionally, we identify differences between general and special education teacher identification of leadership skills, which can assist in targeting professional development to the specific needs of special education teachers that differ from general educators. Implications for research and professional development are presented to improve our understanding of and preparation of special teacher leadership. Through this work, we present a teacher leadership framework for the professional development of special education teacher leadership.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":"149 - 163"},"PeriodicalIF":1.3,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46733867","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 : 2022-07-15DOI: 10.1080/09362835.2022.2100390
Selena J. Layden, Daria Lorio-Barsten, LaRon A. Scott, Kera E. Hayden
ABSTRACT Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and implementing professional development experiences to improve teacher performance for students with ASD, including implementing EBPs. This study focused on the experiences of 10 special education administrators who plan and implement professional development experiences for educators working with students with ASD. The implementation science model was used to provide a framework for the phenomenon. This article is the first of two reporting specifically on the competency drivers described in the implementation science model. Five themes were found from the interview data including a deep commitment to coaching; participant-centered training; systematic barriers to effective training; the gap of administrator knowledge and application; and the COVID-19 impact. Findings and implications are discussed.
{"title":"Perceptions of 10 Special Education Administrators on Professional Development for Educators Working with Students with ASD","authors":"Selena J. Layden, Daria Lorio-Barsten, LaRon A. Scott, Kera E. Hayden","doi":"10.1080/09362835.2022.2100390","DOIUrl":"https://doi.org/10.1080/09362835.2022.2100390","url":null,"abstract":"ABSTRACT Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and implementing professional development experiences to improve teacher performance for students with ASD, including implementing EBPs. This study focused on the experiences of 10 special education administrators who plan and implement professional development experiences for educators working with students with ASD. The implementation science model was used to provide a framework for the phenomenon. This article is the first of two reporting specifically on the competency drivers described in the implementation science model. Five themes were found from the interview data including a deep commitment to coaching; participant-centered training; systematic barriers to effective training; the gap of administrator knowledge and application; and the COVID-19 impact. Findings and implications are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":"102 - 117"},"PeriodicalIF":1.3,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48827961","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 : 2022-06-15DOI: 10.1080/09362835.2022.2083319
{"title":"Statement of Retraction: The Effects of a High-Probability Instruction Sequence with Combined Reinforcers Using a 10s Inter-Instruction Interval among Autistic Children","authors":"","doi":"10.1080/09362835.2022.2083319","DOIUrl":"https://doi.org/10.1080/09362835.2022.2083319","url":null,"abstract":"","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"376 - 376"},"PeriodicalIF":1.3,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49273888","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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