Pub Date : 2023-01-01DOI: 10.1177/00400599231162464
{"title":"Meet the Newest Members of the CEC Board of Directors","authors":"","doi":"10.1177/00400599231162464","DOIUrl":"https://doi.org/10.1177/00400599231162464","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41277968","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 : 2023-01-01DOI: 10.1177/00400599231156042
D. Rowe, M. Blevins, Angus Kittelman, V. Walker
{"title":"Supporting Inclusive Practices in the Least Restrictive Environment","authors":"D. Rowe, M. Blevins, Angus Kittelman, V. Walker","doi":"10.1177/00400599231156042","DOIUrl":"https://doi.org/10.1177/00400599231156042","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43362269","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 : 2023-01-01DOI: 10.1177/00400599231155524
Andreas Jasper
{"title":"Building Relationships With Grace and Compassion","authors":"Andreas Jasper","doi":"10.1177/00400599231155524","DOIUrl":"https://doi.org/10.1177/00400599231155524","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877108","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 : 2023-01-01DOI: 10.1177/00400599221093393
Michelle M. Cumming, Cristina Criado, Jeehyun Park, Alexandra Arango, M. L. Rodríguez, Michael Ali
{"title":"Addressing Middle Schoolers’ Disruptive Behavior: The Importance of Fostering Student Executive Functioning","authors":"Michelle M. Cumming, Cristina Criado, Jeehyun Park, Alexandra Arango, M. L. Rodríguez, Michael Ali","doi":"10.1177/00400599221093393","DOIUrl":"https://doi.org/10.1177/00400599221093393","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42646307","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 : 2023-01-01DOI: 10.1177/00144029221108402
Jennifer A. Freeman, J. Jacob Kirksey
As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families.
{"title":"Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families","authors":"Jennifer A. Freeman, J. Jacob Kirksey","doi":"10.1177/00144029221108402","DOIUrl":"https://doi.org/10.1177/00144029221108402","url":null,"abstract":"As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86393247","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 : 2022-12-28DOI: 10.1177/00400599221143457
Andrew R. Scheef, Aleksandra Hollingshead, Kalley Malone, Whitney M. Sherman, Adrienne Seamans, Toni Sabala, Janice Carson
Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper intends to shift the traditional paradigm to focus on increasing student independence through indirect paraprofessional supports. Practical recommendations for fading paraprofessional support to promote student independence are included.
{"title":"Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support","authors":"Andrew R. Scheef, Aleksandra Hollingshead, Kalley Malone, Whitney M. Sherman, Adrienne Seamans, Toni Sabala, Janice Carson","doi":"10.1177/00400599221143457","DOIUrl":"https://doi.org/10.1177/00400599221143457","url":null,"abstract":"Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper intends to shift the traditional paradigm to focus on increasing student independence through indirect paraprofessional supports. Practical recommendations for fading paraprofessional support to promote student independence are included.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41705639","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 : 2022-12-08DOI: 10.1177/00400599221138098
Kerri L. Clopton, Stephanie L. Schmitz, N. Skaar, S. Etscheidt
The IDEA requires schools to evaluate and provide services to students who have a mental health issue that is deemed an educational disability or a mental health issue that is comorbid with an educational disability. Etscheidt and colleagues (this issue) propose a six component approach to securing school-based mental health services for students with disabilities. This article illustrates the six component approach using two vignettes. The first vignette involves a preschool student referred due to aggression who has not been previously identified as eligible for special education. The second vignette involves a 5th grade student who was receiving special education services under the category of SLD who’s academic progress had plateaued.
{"title":"Securing School-Based Mental Health Services for Students With Disabilities: An Illustration of the Six-Component Approach","authors":"Kerri L. Clopton, Stephanie L. Schmitz, N. Skaar, S. Etscheidt","doi":"10.1177/00400599221138098","DOIUrl":"https://doi.org/10.1177/00400599221138098","url":null,"abstract":"The IDEA requires schools to evaluate and provide services to students who have a mental health issue that is deemed an educational disability or a mental health issue that is comorbid with an educational disability. Etscheidt and colleagues (this issue) propose a six component approach to securing school-based mental health services for students with disabilities. This article illustrates the six component approach using two vignettes. The first vignette involves a preschool student referred due to aggression who has not been previously identified as eligible for special education. The second vignette involves a 5th grade student who was receiving special education services under the category of SLD who’s academic progress had plateaued.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44978155","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 : 2022-11-09DOI: 10.1177/00144029221135572
Ann M. Sam, Jessica R Steinbrenner, S. Odom, Sallie W. Nowell, V. Waters, Y. Perkins, Mary White, H. Swaminathan, H. Rogers
The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention Resources and Modules for Paraprofessionals (AFP) program in four special education and four inclusive classrooms enrolling students with autism. As the teacher initiated features of the AFP program focusing on individual EBPs, level changes in paraeducators’ EBP fidelity increased markedly, with replications across paraeducators demonstrating experimental control. Statistical analyses produced large effect sizes, Goal Attainment Scale scores indicated student progress, and participants’ ratings reflected strong social validity. School closure due to the COVID-19 pandemic prevented the completion of the study, but the pattern of effects suggests the efficacy of the AFP program as a program of professional development for paraeducators providing instruction for children with autism.
{"title":"Promoting Paraeducators’ Use of Evidence-Based Practices for Students With Autism","authors":"Ann M. Sam, Jessica R Steinbrenner, S. Odom, Sallie W. Nowell, V. Waters, Y. Perkins, Mary White, H. Swaminathan, H. Rogers","doi":"10.1177/00144029221135572","DOIUrl":"https://doi.org/10.1177/00144029221135572","url":null,"abstract":"The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention Resources and Modules for Paraprofessionals (AFP) program in four special education and four inclusive classrooms enrolling students with autism. As the teacher initiated features of the AFP program focusing on individual EBPs, level changes in paraeducators’ EBP fidelity increased markedly, with replications across paraeducators demonstrating experimental control. Statistical analyses produced large effect sizes, Goal Attainment Scale scores indicated student progress, and participants’ ratings reflected strong social validity. School closure due to the COVID-19 pandemic prevented the completion of the study, but the pattern of effects suggests the efficacy of the AFP program as a program of professional development for paraeducators providing instruction for children with autism.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80421108","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 : 2022-11-01DOI: 10.1177/00400599221147085
Stephen P. Kilgus, Carly Oddleifson, Angus Kittelman, D. Rowe
TE A C H IN G E xc ep ti o na l C hi ld re n, V o l. 55 , N o . 2 , p p . 8 4 –8 7. C o p yr ig ht 2 0 22 T he A ut ho r( s) . D O I: 10 .11 77 /0 0 4 0 0 59 9 22 11 4 70 8 5 This View From the Field column is the fourth and final installment in a series focused on the roles of key stakeholders in the implementation of effective practices for students with or at risk for educational disabilities. In the first column, Rowe and colleagues (2022) highlighted different roles peers have in supporting the implementation of effective practices for students with or at risk for disabilities (e.g., peer networks, peer-assisted learning strategies). In the second column, Garbacz and colleagues (2022) described different validated strategies useful for enhancing parent collaboration in the implementation of effective practices (e.g., relationship building, motivational interviewing, implementation planning). In the third column, Rousey and colleagues (2022) described important roles community stakeholders (e.g., vocational rehabilitation, transition specialists, employers) have in providing effective transition services for students with disabilities. For this column, we emphasize the importance and timeliness in addressing mental health problems facing students in schools and describe how stakeholders (e.g., school and community mental health professionals, parents) are vital in the implementation of effective practices to support students struggling with internalizing and externalizing problems.
A . C . H . G . C . H . G . C . C . H . G . C . C . H . G . C . C . H . G . C . C . C . H . G . C . C . C . H . G . C . C . C . H . G . C。2、p、p。8 4 -8 7。你可以把你的眼睛从22岁的眼睛移到22岁的眼睛上。D O I: 10.11 77 /0 0 4 0 0 59 9 22 11 4 70 8 5这篇来自实地的观点专栏是一个系列的第四部分，也是最后一部分，该系列的重点是主要利益攸关方在为有教育障碍或有教育障碍风险的学生实施有效做法方面的作用。在第一篇专栏文章中，Rowe和他的同事(2022)强调了同伴在支持为有残疾或有残疾风险的学生实施有效实践(例如，同伴网络，同伴辅助学习策略)方面所扮演的不同角色。在第二专栏中，Garbacz及其同事(2022)描述了不同的有效策略，这些策略有助于在实施有效实践时加强父母的合作(例如，建立关系、动机性访谈、实施计划)。在第三栏中，Rousey及其同事(2022)描述了社区利益相关者(如职业康复、过渡专家、雇主)在为残疾学生提供有效的过渡服务方面所扮演的重要角色。在本专栏中，我们强调了解决学校学生面临的心理健康问题的重要性和及时性，并描述了利益相关者(例如，学校和社区心理健康专业人员，家长)在实施有效实践以支持与内在化和外在化问题作斗争的学生方面是如何至关重要的。
{"title":"Enhancing Support for Student Mental Health in Schools","authors":"Stephen P. Kilgus, Carly Oddleifson, Angus Kittelman, D. Rowe","doi":"10.1177/00400599221147085","DOIUrl":"https://doi.org/10.1177/00400599221147085","url":null,"abstract":"TE A C H IN G E xc ep ti o na l C hi ld re n, V o l. 55 , N o . 2 , p p . 8 4 –8 7. C o p yr ig ht 2 0 22 T he A ut ho r( s) . D O I: 10 .11 77 /0 0 4 0 0 59 9 22 11 4 70 8 5 This View From the Field column is the fourth and final installment in a series focused on the roles of key stakeholders in the implementation of effective practices for students with or at risk for educational disabilities. In the first column, Rowe and colleagues (2022) highlighted different roles peers have in supporting the implementation of effective practices for students with or at risk for disabilities (e.g., peer networks, peer-assisted learning strategies). In the second column, Garbacz and colleagues (2022) described different validated strategies useful for enhancing parent collaboration in the implementation of effective practices (e.g., relationship building, motivational interviewing, implementation planning). In the third column, Rousey and colleagues (2022) described important roles community stakeholders (e.g., vocational rehabilitation, transition specialists, employers) have in providing effective transition services for students with disabilities. For this column, we emphasize the importance and timeliness in addressing mental health problems facing students in schools and describe how stakeholders (e.g., school and community mental health professionals, parents) are vital in the implementation of effective practices to support students struggling with internalizing and externalizing problems.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42163638","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 : 2022-11-01DOI: 10.1177/00400599221142708
Danielle M. Kovach
{"title":"Big Dreams and Bright Futures: Teaching, Leadership, and Thanks","authors":"Danielle M. Kovach","doi":"10.1177/00400599221142708","DOIUrl":"https://doi.org/10.1177/00400599221142708","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41908555","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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