Pub Date : 2023-11-08DOI: 10.1080/1045988x.2023.2270811
Pei-Ying Lin, Caroline Locher-Lo, Chia Jung Yeh
AbstractPrevious research suggests that there is a demonstrated need to provide instructional and assessment accommodations for students with special needs in Canada and worldwide. Therefore, we conducted nine semi-structured interviews to better understand how Canadian elementary special education teachers’ perceived understanding of accommodations affected their practices before the COVID-19 pandemic, during school closures, and after school reopened in the province of Saskatchewan. Our interview data show that teachers’ perceptions of accommodations did not align with research and theory. Elementary teachers tended to utilize groupwise strategies for students with special needs. Overall, teachers’ perceptions and practices of accommodations remained constant prior to school closures and after school reopened, excepting some practices that were changed due to the COVID-19 safety protocols.Keywords: Accommodation practicesCOVID-19 pandemiconline teachingschool reentryspecial education Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis research was supported by the Social Sciences and Humanities Research Council of Canada.Notes on contributorsPei-Ying LinDr. Pei-Ying Lin is an Associate Professor at the Department of Educational Psychology and Special Education, University of Saskatchewan, Canada. Her scholarship primarily focuses on instructional and assessment policies and practices for students with special needs and/or English language learners, particularly in relation to equity and fairness within the contexts of classroom assessment and large-scale testing.Caroline Locher-LoDr. Caroline Locher-Lo is a lecturer with the department of Sociology and the Institute for Gender, Race, Sexuality, and Social Justice at University of British Columbia. Her research interests encompass a wide spectrum, including literacy acquisition, linguistic retention, perceived and aspired identity, social inequality and equity, and gender and racial relations.Chia Jung YehDr. Chia Jung Yeh is an Associate Professor in the Department of Human Development and Family Science at East Carolina University. Her research focuses on international virtual exchange learning, global teacher education, creative teaching strategies in mathematics and science, and STEM teaching and learning.
{"title":"The gap between research and practice revisited: Accommodation practices amid the COVID-19 pandemic and beyond","authors":"Pei-Ying Lin, Caroline Locher-Lo, Chia Jung Yeh","doi":"10.1080/1045988x.2023.2270811","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2270811","url":null,"abstract":"AbstractPrevious research suggests that there is a demonstrated need to provide instructional and assessment accommodations for students with special needs in Canada and worldwide. Therefore, we conducted nine semi-structured interviews to better understand how Canadian elementary special education teachers’ perceived understanding of accommodations affected their practices before the COVID-19 pandemic, during school closures, and after school reopened in the province of Saskatchewan. Our interview data show that teachers’ perceptions of accommodations did not align with research and theory. Elementary teachers tended to utilize groupwise strategies for students with special needs. Overall, teachers’ perceptions and practices of accommodations remained constant prior to school closures and after school reopened, excepting some practices that were changed due to the COVID-19 safety protocols.Keywords: Accommodation practicesCOVID-19 pandemiconline teachingschool reentryspecial education Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis research was supported by the Social Sciences and Humanities Research Council of Canada.Notes on contributorsPei-Ying LinDr. Pei-Ying Lin is an Associate Professor at the Department of Educational Psychology and Special Education, University of Saskatchewan, Canada. Her scholarship primarily focuses on instructional and assessment policies and practices for students with special needs and/or English language learners, particularly in relation to equity and fairness within the contexts of classroom assessment and large-scale testing.Caroline Locher-LoDr. Caroline Locher-Lo is a lecturer with the department of Sociology and the Institute for Gender, Race, Sexuality, and Social Justice at University of British Columbia. Her research interests encompass a wide spectrum, including literacy acquisition, linguistic retention, perceived and aspired identity, social inequality and equity, and gender and racial relations.Chia Jung YehDr. Chia Jung Yeh is an Associate Professor in the Department of Human Development and Family Science at East Carolina University. Her research focuses on international virtual exchange learning, global teacher education, creative teaching strategies in mathematics and science, and STEM teaching and learning.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342471","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 : 2023-10-23DOI: 10.1080/1045988x.2023.2269891
Faith G. Miller, Nicole Swenson Wagner, Alexandria C. Robers
AbstractBehavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a targeted intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the utility of BSP as an individual behavior management strategy for diverse students in the context of a high-need educational setting. Specifically, it examined the effects of BSP on teacher’s ratings of academically engaged and disruptive behavior in the classroom using Direct Behavior Ratings–Single Item Scales (DBR-SIS). A concurrent multiple baseline design was implemented with three racially/ethnically minoritized (REM) target students across one third and one fourth grade classroom. Results demonstrated that teachers’ estimated rates of BSP delivered to target students were successfully increased to a criterion level of six per hour following delivery of a multicomponent training package, with high levels of treatment integrity. All participating students demonstrated statistically significant improvements in behavior, although visual analysis suggested only one clear demonstration and one replication of effect. Social validity data revealed high levels of teacher acceptability and willingness to implement the BSP strategy, with mixed perceptions from students. Implications for research and practice are discussed.Keywords: Behaviorconsultationpraise Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsFaith G. MillerFaith G. Miller is an Associate Professor and Peyton Faculty Fellow in Child and Adolescent Well-being at the University of Minnesota–Twin Cities. Her research interests relate to improving assessment and intervention practices within MTSS to better support students’ social, emotional, and behavioral functioning by engaging an equity lens.Nicole Swenson WagnerNicole Swenson Wagner is a graduate of the School Psychology Program at the University of Minnesota–Twin Cities.Alexandria C. RobersAlexandria C. Robers is a is a graduate of the School Psychology Program at the University of Minnesota–Twin Cities and is completing a postdoctoral fellowship at the Monroe-Meyer Institute.
摘要行为特定表扬(BSP)被广泛认为是一种基于证据的课堂管理策略，几十年的研究支持了它的使用。然而，相对较少的研究检验了BSP作为一种有针对性的干预策略的效果，特别是对于传统上代表性不足的学生。本研究评估了在高需求教育环境下，BSP作为个体行为管理策略对不同学生的效用。具体地说，它使用直接行为评分-单项量表(DBR-SIS)检验了BSP对教师在课堂上对学业投入和破坏性行为的评分的影响。在一个三年级和一个四年级的教室中，对三个种族/少数民族(REM)的目标学生实施了并行的多重基线设计。结果表明，在提供多组件培训包后，教师向目标学生提供BSP的估计率成功提高到每小时6个的标准水平，并具有高水平的治疗完整性。所有参与的学生在行为上都表现出统计上的显著改善，尽管视觉分析表明只有一个清晰的演示和一个重复的效果。社会效度数据显示，教师对实施BSP策略的接受程度和意愿较高，而学生的看法不一。讨论了对研究和实践的启示。关键词:行为咨询评价披露声明作者未发现潜在利益冲突。作者简介:faith G. Miller faith G. Miller是明尼苏达大学双城分校儿童和青少年福利专业的副教授和佩顿学院研究员。她的研究兴趣涉及改善MTSS内的评估和干预实践，以通过参与公平镜头更好地支持学生的社会，情感和行为功能。Nicole Swenson Wagner是明尼苏达大学双城分校学校心理学专业的毕业生。亚历山大·c·罗伯斯是明尼苏达大学双城分校学校心理学项目的毕业生，目前正在门罗-迈耶研究所完成博士后研究。
{"title":"Examining behavior specific praise as an individual behavior management strategy in a high-need educational setting","authors":"Faith G. Miller, Nicole Swenson Wagner, Alexandria C. Robers","doi":"10.1080/1045988x.2023.2269891","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2269891","url":null,"abstract":"AbstractBehavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a targeted intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the utility of BSP as an individual behavior management strategy for diverse students in the context of a high-need educational setting. Specifically, it examined the effects of BSP on teacher’s ratings of academically engaged and disruptive behavior in the classroom using Direct Behavior Ratings–Single Item Scales (DBR-SIS). A concurrent multiple baseline design was implemented with three racially/ethnically minoritized (REM) target students across one third and one fourth grade classroom. Results demonstrated that teachers’ estimated rates of BSP delivered to target students were successfully increased to a criterion level of six per hour following delivery of a multicomponent training package, with high levels of treatment integrity. All participating students demonstrated statistically significant improvements in behavior, although visual analysis suggested only one clear demonstration and one replication of effect. Social validity data revealed high levels of teacher acceptability and willingness to implement the BSP strategy, with mixed perceptions from students. Implications for research and practice are discussed.Keywords: Behaviorconsultationpraise Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsFaith G. MillerFaith G. Miller is an Associate Professor and Peyton Faculty Fellow in Child and Adolescent Well-being at the University of Minnesota–Twin Cities. Her research interests relate to improving assessment and intervention practices within MTSS to better support students’ social, emotional, and behavioral functioning by engaging an equity lens.Nicole Swenson WagnerNicole Swenson Wagner is a graduate of the School Psychology Program at the University of Minnesota–Twin Cities.Alexandria C. RobersAlexandria C. Robers is a is a graduate of the School Psychology Program at the University of Minnesota–Twin Cities and is completing a postdoctoral fellowship at the Monroe-Meyer Institute.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135411980","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 : 2023-09-25DOI: 10.1080/1045988x.2023.2252761
Irin A. Pimentel-Mannan, Joseph F. T. Nese, Alex Newson, Rhonda N. T. Nese, Jean Kjellstrand
AbstractExclusionary discipline practices are frequently utilized in schools despite decades of research indicating their ineffectiveness (American Psychological Association Zero Tolerance Task Force, Citation2008; Losen & Skiba, Citation2010; Muñiz, Citation2021). Research shows that removing students from the classroom does not change student behavior, is administered disproportionately to historically marginalized and minoritized groups, and is linked to the school-to-prison pipeline and lower academic achievement (Barnes & Motz, Citation2018; Losen & Martinez, Citation2020; Noltemeyer et al., Citation2015). This study explores the impact of the Inclusive Skill-Building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline practices, on discipline disproportionality. Pre-intervention, implementation, and post-intervention discipline data for 6th through 8th grade students were collected to understand the relation between ISLA and disproportional discipline data by race and gender. The findings suggest that ISLA is an effective tool for reducing overall in-school and out-of-school suspension rates as well as the risk indices for out-of-school suspensions for students of color, yet there is still a need for intervention adaptations to address specific disparities in exclusionary discipline practices. Research findings, study limitations, and implications and directions for future research and practice are further discussed.Keywords: Achievement gapdisproportionalitydiscipline equityexclusionary disciplineschool-based interventions Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 WOW is a three step research-informed strategy that can be used to create positive classroom environments: Welcome students, Own your classroom environment, and Wrap up class with the intention (Nese, Santiago-Rosario, et al., Citation2022).Additional informationFundingThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180006 to the University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.Notes on contributorsIrin A. Pimentel-MannanIrin A. Pimentel-Mannan is a doctoral candidate at the University of Oregon. Her current research interests are prevention of school-to-prison pipeline, exclusionary discipline, alternatives to exclusionary discipline practice, and parent-child relationships and child behavioral outcomes.Joseph F. T. NeseJoseph F. T. Nese is a research associate professor at the University of Oregon. His current research interests are computer science, behavioral outcomes, exclusionary discipline, and positive behavioral interventions & supports to advance the systems used by educators to support data-based decision making and improve student outcomes.Alex NewsonAlex Newson is a doctoral candidate at the Un
摘要:尽管数十年的研究表明其无效，但在学校中经常使用包容性纪律实践(美国心理协会零容忍工作组，Citation2008;Losen & Skiba, Citation2010;穆尼斯,Citation2021)。研究表明，将学生从课堂上带走并不能改变学生的行为，而且对历史上被边缘化和少数群体的管理不成比例，并且与从学校到监狱的管道和较低的学习成绩有关(Barnes & Motz, Citation2018;Losen & Martinez, Citation2020;Noltemeyer等人，Citation2015)。本研究探讨了包容性技能建设学习方法(ISLA)对学科不均衡的影响，这是一种排他性学科实践的指导性和恢复性替代方法。本研究收集了六至八年级学生干预前、干预实施和干预后的纪律数据，以了解ISLA与种族和性别失衡纪律数据之间的关系。研究结果表明，ISLA是一种有效的工具，可以降低有色人种学生的在校和校外停学率以及校外停学的风险指数，但仍需要干预适应，以解决排他性纪律实践中的具体差异。进一步讨论了研究结果、研究的局限性以及对未来研究和实践的启示和方向。关键词:成绩差距不平衡学科公平排他性学科校本干预披露声明作者未报告潜在利益冲突。注1 WOW是一个基于研究的三步策略，可用于创造积极的课堂环境:欢迎学生，拥有你的课堂环境，并以意图结束课堂(Nese, Santiago-Rosario等人，Citation2022)。本研究报告由美国教育部教育科学研究所通过拨款R305A180006资助俄勒冈大学。所表达的观点是作者的观点，不代表研究所或美国教育部的观点。作者简介:sirin a . pimentel - mannanin a . pimentel - mannanin是俄勒冈大学的博士生。她目前的研究兴趣是预防从学校到监狱的管道，排他性纪律，排他性纪律实践的替代方案，以及亲子关系和儿童行为结果。Joseph F. T. Nese是俄勒冈大学的研究副教授。他目前的研究兴趣是计算机科学，行为结果，排他性学科，积极的行为干预和支持，以推进教育工作者使用的系统，以支持基于数据的决策和提高学生的成绩。Alex Newson是俄勒冈大学的博士候选人。她目前的研究兴趣是公平的神经包容性研究方法，协作神经多样性确认，创伤知情教育者培训和教育，以及促进和授权残疾人和神经分化教育者和学生的生活经验和观点。Rhonda N. T. Nese是俄勒冈大学的助理教授。她目前的研究兴趣是排他性纪律的替代方案，欺凌和骚扰预防，解决学校纪律中种族不成比例的隐性偏见的影响，循证实践的实施和可持续性，以及改善全校支持系统的在线专业发展。Jean Kjellstrand是俄勒冈大学的助理教授。她目前的研究兴趣是父母监禁对儿童的影响以及风险传播的具体机制，以及在父母监禁和重返社会期间支持被监禁父母及其子女的干预措施。
{"title":"Addressing discipline equity: the Inclusive Skill-Building Learning Approach (ISLA) an alternative to exclusionary discipline","authors":"Irin A. Pimentel-Mannan, Joseph F. T. Nese, Alex Newson, Rhonda N. T. Nese, Jean Kjellstrand","doi":"10.1080/1045988x.2023.2252761","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2252761","url":null,"abstract":"AbstractExclusionary discipline practices are frequently utilized in schools despite decades of research indicating their ineffectiveness (American Psychological Association Zero Tolerance Task Force, Citation2008; Losen & Skiba, Citation2010; Muñiz, Citation2021). Research shows that removing students from the classroom does not change student behavior, is administered disproportionately to historically marginalized and minoritized groups, and is linked to the school-to-prison pipeline and lower academic achievement (Barnes & Motz, Citation2018; Losen & Martinez, Citation2020; Noltemeyer et al., Citation2015). This study explores the impact of the Inclusive Skill-Building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline practices, on discipline disproportionality. Pre-intervention, implementation, and post-intervention discipline data for 6th through 8th grade students were collected to understand the relation between ISLA and disproportional discipline data by race and gender. The findings suggest that ISLA is an effective tool for reducing overall in-school and out-of-school suspension rates as well as the risk indices for out-of-school suspensions for students of color, yet there is still a need for intervention adaptations to address specific disparities in exclusionary discipline practices. Research findings, study limitations, and implications and directions for future research and practice are further discussed.Keywords: Achievement gapdisproportionalitydiscipline equityexclusionary disciplineschool-based interventions Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 WOW is a three step research-informed strategy that can be used to create positive classroom environments: Welcome students, Own your classroom environment, and Wrap up class with the intention (Nese, Santiago-Rosario, et al., Citation2022).Additional informationFundingThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180006 to the University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.Notes on contributorsIrin A. Pimentel-MannanIrin A. Pimentel-Mannan is a doctoral candidate at the University of Oregon. Her current research interests are prevention of school-to-prison pipeline, exclusionary discipline, alternatives to exclusionary discipline practice, and parent-child relationships and child behavioral outcomes.Joseph F. T. NeseJoseph F. T. Nese is a research associate professor at the University of Oregon. His current research interests are computer science, behavioral outcomes, exclusionary discipline, and positive behavioral interventions & supports to advance the systems used by educators to support data-based decision making and improve student outcomes.Alex NewsonAlex Newson is a doctoral candidate at the Un","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"127 21-22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815403","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 : 2023-09-21DOI: 10.1080/1045988x.2023.2259823
Allison Negron-Campbell, Samantha E. Goldman, Nanho Vander Hart
AbstractResearch shows that schools struggle with conducting high quality functional behavior assessments (FBA) and implementing effective behavior intervention plans (BIP). Access to training is a documented challenge to effective implementation. One training with preliminary empirical support is Basic FBA. This pilot study extended the research on Basic FBA to determine whether the intervention could be implemented effectively by district staff. Fourteen staff working in an urban school district completed within-district training consisting of four modules on FBA/BIP with aligned between-session assignments; half were randomly assigned to receive coaching support. Participants increased their knowledge and skill in FBA/BIP and rated the training as socially acceptable. Differences in outcomes for coached and control groups were minimal, with some higher social validity ratings and more FBA/BIPS developed by those receiving coaching.Keywords: Behavior intervention plancoachingfunctional behavioral assessmentstaff training AcknowledgementsWe would like to thank the school district employees who participated in this study as well as the administrative support of Triada Frangou-Apostolou and the SEL Leadership Team. Special thanks for the project coaches, Nicole Bradley, Naomi Haaker, Tracey Swenson, and Lacey Hale who dedicated many hours to supporting the success of this project.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingFunding for this research was provided through the Office of the Provost at Assumption University.Notes on contributorsAllison Negron-CampbellAllison Negron-Campbell is District Focused Instructional Coach for Social Emotional Learning (SEL) in the Climate and Culture Department of the Worcester Public Schools in Worcester, Massachusetts. Her current research interests are multi-tiered systems of support in social emotional learning and behavior, school culture and climate, and functional behavior assessment and interventions.Samantha E. GoldmanSamantha Goldman is an associate professor of special education at Assumption University in Worcester, Massachusetts. Her research focuses on family-school partnership, alternative dispute resolution, supporting students with autism and challenging behavior, and special education teacher preparation.Nanho Vander HartNanho Vander Hart is the director and an associate professor of special education at Assumption University in Worcester, Massachusetts. Her current research interests are inclusive education, handwriting, writing instruction, and special education teacher preparation.
{"title":"Professional development on the basics of behavior assessment and intervention: training by school district staff for district staff","authors":"Allison Negron-Campbell, Samantha E. Goldman, Nanho Vander Hart","doi":"10.1080/1045988x.2023.2259823","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2259823","url":null,"abstract":"AbstractResearch shows that schools struggle with conducting high quality functional behavior assessments (FBA) and implementing effective behavior intervention plans (BIP). Access to training is a documented challenge to effective implementation. One training with preliminary empirical support is Basic FBA. This pilot study extended the research on Basic FBA to determine whether the intervention could be implemented effectively by district staff. Fourteen staff working in an urban school district completed within-district training consisting of four modules on FBA/BIP with aligned between-session assignments; half were randomly assigned to receive coaching support. Participants increased their knowledge and skill in FBA/BIP and rated the training as socially acceptable. Differences in outcomes for coached and control groups were minimal, with some higher social validity ratings and more FBA/BIPS developed by those receiving coaching.Keywords: Behavior intervention plancoachingfunctional behavioral assessmentstaff training AcknowledgementsWe would like to thank the school district employees who participated in this study as well as the administrative support of Triada Frangou-Apostolou and the SEL Leadership Team. Special thanks for the project coaches, Nicole Bradley, Naomi Haaker, Tracey Swenson, and Lacey Hale who dedicated many hours to supporting the success of this project.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingFunding for this research was provided through the Office of the Provost at Assumption University.Notes on contributorsAllison Negron-CampbellAllison Negron-Campbell is District Focused Instructional Coach for Social Emotional Learning (SEL) in the Climate and Culture Department of the Worcester Public Schools in Worcester, Massachusetts. Her current research interests are multi-tiered systems of support in social emotional learning and behavior, school culture and climate, and functional behavior assessment and interventions.Samantha E. GoldmanSamantha Goldman is an associate professor of special education at Assumption University in Worcester, Massachusetts. Her research focuses on family-school partnership, alternative dispute resolution, supporting students with autism and challenging behavior, and special education teacher preparation.Nanho Vander HartNanho Vander Hart is the director and an associate professor of special education at Assumption University in Worcester, Massachusetts. Her current research interests are inclusive education, handwriting, writing instruction, and special education teacher preparation.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136892","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 : 2023-09-21DOI: 10.1080/1045988x.2023.2259837
Patricia M. Barbetta
AbstractAs students enter middle school, they face increased writing expectations. Middle school teachers expect students to write lengthier compositions across genres that are more technically correct and thoughtfully written than those required in elementary school. Some students will meet the increased expectations, while others will not. Most students with learning disabilities have more writing challenges than their general education classmates. Consequently, middle school inclusive classroom students present a wider range of writing abilities and challenges. Teachers can include in their writing instruction various technologies to teach and remediate their students’ writing. Compensatory technologies can provide students with ongoing support as they write. This article describes technologies teachers and students can use throughout the writing stages.Keywords: ChatGPTcompensatory writing technologyinclusive middle school classroomslearning disabilitiesremedial writing technologywriting process stages Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsPatricia M. BarbettaPatricia M. Barbetta, Ph.D., is a special education associate professor at the Florida International University, Miami, FL. Her current research interests are instructional and assistive technologies for students with disabilities, technologies to support the writing process, online learning, active student learning, and behavior management.
摘要随着学生进入中学，他们面临着越来越高的写作要求。中学老师希望学生写的作文比小学要求的要长，跨体裁，技术上更正确，写得更周到。一些学生会达到更高的期望，而另一些则不会。大多数有学习障碍的学生比普通教育的同学有更多的写作挑战。因此，中学包容性课堂的学生呈现出更广泛的写作能力和挑战。教师可以在他们的写作指导中使用各种技术来教授和纠正学生的写作。补偿性技术可以在学生写作时为他们提供持续的支持。这篇文章描述了教师和学生可以在写作阶段使用的技术。关键词:聊天补偿性写作技术包容性中学课堂学习障碍补偿性写作技术写作过程阶段披露声明作者未报告潜在的利益冲突。作者简介:patricia M. Barbetta，博士，是佛罗里达州迈阿密市佛罗里达国际大学的一名特殊教育副教授。她目前的研究兴趣是残疾学生的教学和辅助技术、支持写作过程的技术、在线学习、学生主动学习和行为管理。
{"title":"Remedial and compensatory writing technologies for middle school students with learning disabilities and their classmates in inclusive classrooms","authors":"Patricia M. Barbetta","doi":"10.1080/1045988x.2023.2259837","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2259837","url":null,"abstract":"AbstractAs students enter middle school, they face increased writing expectations. Middle school teachers expect students to write lengthier compositions across genres that are more technically correct and thoughtfully written than those required in elementary school. Some students will meet the increased expectations, while others will not. Most students with learning disabilities have more writing challenges than their general education classmates. Consequently, middle school inclusive classroom students present a wider range of writing abilities and challenges. Teachers can include in their writing instruction various technologies to teach and remediate their students’ writing. Compensatory technologies can provide students with ongoing support as they write. This article describes technologies teachers and students can use throughout the writing stages.Keywords: ChatGPTcompensatory writing technologyinclusive middle school classroomslearning disabilitiesremedial writing technologywriting process stages Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsPatricia M. BarbettaPatricia M. Barbetta, Ph.D., is a special education associate professor at the Florida International University, Miami, FL. Her current research interests are instructional and assistive technologies for students with disabilities, technologies to support the writing process, online learning, active student learning, and behavior management.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135741","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 : 2023-08-07DOI: 10.1080/1045988x.2023.2243847
Zachary T. Barnes, R. Fields, K. Cartwright
{"title":"A special educator’s guide to the Science of Reading","authors":"Zachary T. Barnes, R. Fields, K. Cartwright","doi":"10.1080/1045988x.2023.2243847","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2243847","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49272057","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 : 2023-07-30DOI: 10.1080/1045988x.2023.2238628
Samantha Bates
{"title":"Unseen advantage and disadvantage in high schools: Cultural norms and educational equity","authors":"Samantha Bates","doi":"10.1080/1045988x.2023.2238628","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2238628","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137287","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 : 2023-07-26DOI: 10.1080/1045988x.2023.2236042
Charles Anim, David Baidoo-Anu, Kenneth Gyamerah, Williams Agyemang-Duah
{"title":"Do family characteristics predict student absenteeism?","authors":"Charles Anim, David Baidoo-Anu, Kenneth Gyamerah, Williams Agyemang-Duah","doi":"10.1080/1045988x.2023.2236042","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2236042","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48180617","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 : 2023-07-22DOI: 10.1080/1045988x.2023.2236054
M. Santiago-Rosario, Sean C. Austin, Sara Izzard, M. K. Strickland-Cohen, John C. R. Gallo, Alexandra Newson, K. McIntosh
{"title":"Zero tolerance: effects, bias, and more effective strategies for Improving school safety","authors":"M. Santiago-Rosario, Sean C. Austin, Sara Izzard, M. K. Strickland-Cohen, John C. R. Gallo, Alexandra Newson, K. McIntosh","doi":"10.1080/1045988x.2023.2236054","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2236054","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43994945","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 : 2023-07-06DOI: 10.1080/1045988x.2023.2230921
M. Butson, R. Jeanes
{"title":"From ‘pushed out’ to reengaged: experiences from a flexible learning programme","authors":"M. Butson, R. Jeanes","doi":"10.1080/1045988x.2023.2230921","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2230921","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47992183","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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