Teaching Exceptional Children最新文献

英文中文

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-05-12 DOI: 10.1177/00400599221121721

Robin S. Codding, Corey Peltier, Jared Campbell

引用次数: 0

Supporting Student Agency in Communication Intervention: Alternatives to Spelling to Communicate and Other Unproven Fads 在沟通干预中支持学生代理：拼写沟通和其他未经证实的流行方式的替代方案

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-05-01 DOI: 10.1177/00400599231171759

J. Travers, R. Pennington

Many interventions and supports rooted in applied behavior analysis have been established as evidence-based and high leverage practices for educating students with intellectual and developmental disabilities (e.g., Hume et al., 2021; Pennington et al., 2023). Unfortunately, despite decades of evidence and widespread availability of these practices, educators may consider other practices without research evidence to support their effectiveness. Unsupported practices may appear enticing to educators for myriad reasons, but their adoption puts students at risk for lack of achievement and other potential harms (Travers, 2017). The potentially negative impacts of adopting unsupported practices are magnified when they are used in the place of well-established practices to address the education-related needs for vulnerable populations of students, such as those who do not develop communication skills necessary to successfully navigate the world around them.

许多植根于应用行为分析的干预和支持已被确立为教育智力和发育残疾学生的循证和高杠杆实践（例如，Hume等人，2021；Pennington等人，2023）。不幸的是，尽管有几十年的证据和这些做法的广泛可用性，但教育工作者可能会在没有研究证据支持其有效性的情况下考虑其他做法。不受支持的做法对教育工作者来说可能很有吸引力，原因有很多，但采用这些做法会使学生面临缺乏成就和其他潜在危害的风险（Travers，2017）。当采用未经支持的做法来代替既定做法来满足弱势学生群体的教育相关需求时，例如那些没有培养成功驾驭世界所需的沟通技能的学生，这种做法的潜在负面影响会被放大。

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Right Now Is a Good Time to Get Involved 现在是参与的好时机

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-05-01 DOI: 10.1177/00400599231171758

Andreas Jasper

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Meet the 2023 Yes I Can Honorees 来看看2023年的“Yes I Can”获奖者吧

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-05-01 DOI: 10.1177/00400599231186241

引用次数: 0

Leading With an Equity Lens: Addressing the Intersection of Racism and Ableism in Public Schools 以公平的眼光领导:解决公立学校种族主义和残疾主义的交集

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-05-01 DOI: 10.1177/00400599231173073

L. S. Stansberry Brusnahan, Erin Maguire, Elizabeth A. Harkins Monaco, Adam D. Leckie, S. Bailey, Marcus C. Fuller

The Council for Exceptional Children studied the profession of special education and found that a substantial number of special educators rated their confidence as lower in culturally responsive instruction strategies (Fowler, et al., 2019). The recommendations in this article highlight how to confront the intersection of racism and ableism and eradicate deficit ideology in educational structures. Leading with an equity lens requires a conceptual framework and diversifying the workforce, adopting a theoretical framework, engaging with diverse students and families, developing skills through systemic professional development, and using practices such as culturally and linguistically sustaining practices, and anti-racist Universal Design for Learning (UDL).

特殊儿童委员会研究了特殊教育专业，发现大量特殊教育工作者对文化响应教学策略的信心较低（Fowler等人，2019）。本文中的建议强调了如何应对种族主义和能力主义的交叉，消除教育结构中的赤字意识形态。从公平的角度进行领导需要一个概念框架，并使劳动力多样化，采用理论框架，与不同的学生和家庭接触，通过系统的专业发展发展技能，并使用文化和语言支持实践以及反种族主义的通用学习设计（UDL）等实践。

引用次数: 0

Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions 特殊教育中的非同步多基线和多探针设计:当前实践和未来方向的系统回顾

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-04-18 DOI: 10.1177/00144029231165506

Kristi L. Morin, Esther R. Lindström, T. Kratochwill, J. Levin, Alyssa M. Blasko, Amanda Weir, Christiana M. Nielsen-Pheiffer, Samantha Kelly, Davit Janunts, E. Hong

Although quality guidelines for single-case intervention research emphasize the importance of concurrent baselines in multiple-baseline and multiple-probe designs, nonconcurrent variations on these designs persist in the research literature. This study describes a systematic review of special education intervention studies ( k = 406) between 1988 and 2020 that report using nonconcurrent multiple-baseline or multiple-probe designs to test interventions for individuals with disabilities ages 21 years and younger. We coded and synthesized study characteristics pertaining to participants, settings, interventions, data reporting, and contextual factors. Findings indicate the prevalence of nonconcurrent designs for intervention studies in a variety of settings addressing social and communication needs of individuals with disabilities. We discuss implications for research and practice and offer suggestions for improving the validity of nonconcurrent designs. A PRISMA-compliant abstract is available at https://osf.io/sdnj5/?view_only=f386b1fe5f14430a8d63fceed293718d .

尽管单病例干预研究的质量指南强调在多基线和多探针设计中并发基线的重要性，但这些设计的非并发变化在研究文献中仍然存在。本研究对1988年至2020年间的特殊教育干预研究(k = 406)进行了系统回顾，这些研究报告使用非并发多基线或多探针设计来测试21岁及以下残疾个体的干预措施。我们编码并综合了与参与者、环境、干预措施、数据报告和背景因素相关的研究特征。研究结果表明，在解决残疾个体的社会和沟通需求的各种环境中，非并发设计的干预研究普遍存在。我们讨论了研究和实践的意义，并提出了提高非并发设计有效性的建议。符合prisma标准的摘要可在https://osf.io/sdnj5/?view_only=f386b1fe5f14430a8d63fceed293718d上获得。

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引用次数: 1

Indicators of Progress in the Wake of Endrew F.: The Distinction Between Professional Recommendations and Judicial Rulings 安德鲁·F之后的进步指标:专业建议与司法裁决之间的区别

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-04-12 DOI: 10.1177/00144029231165500

P. Zirkel, M. Yell

The central obligation under the Individuals With Disabilities Education Act is to provide each eligible student with a free appropriate public education (FAPE). In Endrew F. v. Douglas County School District RE-1 (2017), the U.S. Supreme Court revised the prior substantive standard for determining FAPE that the court had developed in Board of Education v. Rowley (1982). The Endrew F. court modified the Rowley standard of requiring the individualized education program (IEP) to be reasonably calculated to enable the student to receive educational benefit to requiring a student's IEP to be reasonably calculated to enable the student to “make progress appropriate in light of the student's circumstances.” The purpose of this article is to compare what the post– Endrew F. courts use with what the professional literature recommends as measures of appropriate progress. The results inform special education practitioners about the significant discrepancy between the courts’ focus on the “must” of legal requirements and the “should” of professional recommendations. The discussion suggests ways that special education professionals can use their expertise to inform courts and legislatures to narrow this gap for the benefit of more effective progress for students with disabilities.

《残疾人教育法》规定的中心义务是为每个符合条件的学生提供免费的适当的公共教育。在andrew F. v. Douglas County School District RE-1(2017)案中，美国最高法院修订了法院在Board of Education v. Rowley(1982)案中制定的确定FAPE的先前实质性标准。安德鲁f法院修改了罗利标准，要求合理计算个人教育计划(IEP)以使学生能够获得教育利益，要求学生的IEP合理计算以使学生能够“根据学生的情况取得适当的进步”。本文的目的是比较后安德鲁f法院使用的与专业文献推荐的作为适当进展的措施。研究结果告诉特殊教育从业者，法院关注法律要求的“必须”与专业建议的“应该”之间存在显著差异。讨论提出了特殊教育专业人员可以利用他们的专业知识告知法院和立法机构的方法，以缩小这一差距，从而使残疾学生获得更有效的进步。

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引用次数: 1

Preview 预览

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-04-01 DOI: 10.1177/00144029231157610

J. Lloyd, W. Therrien

We are pleased to have the opportunity to provide an issue with excellent reports from fine scholars. Here we show how robust research about special education and rehabilitation is, has been, and will be. Applied and basic research is alive and well, and these articles show it. In the first article for this issue, Cook et al. provide evidence establishing a baseline for special education researchers’ adoption of open practices (e.g., preregistration, registered reports, open materials). They analyzed a sample of 250 articles from special education journals to assess authors’ use of open practices. They found that most articles reported some features (e.g., statements about conflicts of interest) but few reported other features (e.g., preregistration, registered reports, open peer review). This article earned three openscience badges. In the context of current political controversies, Scott et al. provide a teacher-characteristic study about whether teachers who are racially diverse differentially intend to remain in special education teaching positions. They report that special education teachers of color, especially in urban schools, were more likely to say they would continue teaching. They also found that teachers of color reported good support and that teachers in urban areas said they were more likely to expect to continue teaching than those in more rural areas. Stevens et al. wondered whether adding explicit and detailed vocabulary features to instruction teaching word-problem solving would increase outcomes for students with mathematics disabilities. They compared outcomes of third graders in three groups: business as usual, schema instruction alone, and schema instruction combined with explicit vocabulary instruction. Students who got schema and vocabulary instruction had better outcomes, and those benefits persisted over time. Cumming et al. scrutinized the executive functioning of young children at risk for emotional and behavioral disorders. Using sophisticated statistical methods, they examined whether there are patterns among measures of cognition for at-risk children. They found that students’ levels of problematic behavior, social competence, and language difficulties showed severity. Their next task will be to show the extent to which these patterns relate to independently and objectively assessed behavior. Employing their refined professional development strategies for improving instruction for students with autism, Ann et al. assessed the effects of special training on employing evidence-based practices (e.g., reinforcement, prompting, time delay, and visual supports) on paraprofessionals’ implementation of those practices and students’ progress on learning goals. Using a multiple-probe design, they found that the professional development resulted in the use of the practices with fidelity in both separate and inclusive settings. Fuchs et al. continued their efforts to develop effective mathematics instruction. They examined whe

我们很高兴有机会提供一个有优秀学者的优秀报告的问题。在这里，我们展示了关于特殊教育和康复的研究是多么有力，过去是，将来也是。应用和基础研究是活跃的，这些文章表明了这一点。在本期的第一篇文章中，Cook等人提供了证据，为特殊教育研究人员采用开放实践(例如，预注册、注册报告、开放材料)建立了基线。他们分析了250篇来自特殊教育期刊的文章样本，以评估作者对开放实践的使用情况。他们发现，大多数文章报道了某些特征(例如，关于利益冲突的陈述)，但很少报道其他特征(例如，预注册、注册报告、开放同行评议)。这篇文章获得了三个开放科学奖章。在当前政治争议的背景下，Scott等人提供了一项教师特征研究，研究种族多元化的教师是否打算继续担任特殊教育教学职位。他们报告说，有色人种的特殊教育教师，尤其是城市学校的有色人种教师，更有可能说他们会继续教书。他们还发现，有色人种的教师得到了良好的支持，城市地区的教师表示，他们比农村地区的教师更有可能继续教书。Stevens等人想知道在教学中加入明确和详细的词汇特征是否会提高数学障碍学生的成绩。他们比较了三组三年级学生的学习结果:日常生活、单纯的图式教学和图式教学与外显词汇教学相结合。接受图式和词汇指导的学生成绩更好，而且这种好处会持续一段时间。Cumming等人仔细研究了有情绪和行为障碍风险的幼儿的执行功能。使用复杂的统计方法，他们研究了在风险儿童的认知测量中是否存在模式。他们发现，学生的问题行为、社交能力和语言困难程度都很严重。他们的下一个任务将是展示这些模式在多大程度上与独立客观评估的行为有关。Ann等人利用他们完善的专业发展策略来改善自闭症学生的教学，评估了特殊培训对采用循证实践(例如，强化、提示、时间延迟和视觉支持)的辅助专业人员实施这些实践和学生在学习目标上的进展的影响。使用多探针设计，他们发现专业发展导致在独立和包容的环境中都忠实地使用实践。Fuchs等人继续努力发展有效的数学教学。他们研究了一次只关注一种计算操作或一种问题类型的教学序列是否比整合实践示例和问题类型的教学更有益。通过一项随机对照试验，他们测试了闭塞和综合教学设计与普通教学的对比。他们发现，接受交错指令序列的孩子成绩更好，其中一些效果在一年后仍很明显。当前的文章是关于康复和特殊教育的优秀研究。《特殊儿童》已收到社论

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引用次数: 0

Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families 与所有家庭建立公平和信任关系的文化考虑

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-03-29 DOI: 10.1177/00400599231161799

Endia J. Lindo, Kathleen B. Kyzar, Tracy Gershwin

Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members, especially with cross-cultural interactions. A key barrier is the lack of teacher professional development regarding research-based practices and systemic support (e.g., resources, time). This paper presents a research-based conference strategy designed to cultivate a trusting relationship between families and educators, referred to as Building Equitable Trusting Relationships (BETR). Critical to this trust-building process is understanding how one's own (and the organization’s) culture and norms shape the expectations and actions in support or detriment of establishing trust. The three-step process for engaging in the ongoing and iterative work of becoming more culturally competent: 1) Cultural Self-Study, 2) Acquiring Cultural Knowledge, and 3) Putting Knowledge to Practice (CAP) is demonstrated in the context of the BETR meeting model. Evidence, illustrations, and possible adaptations for implementing this strategy with diverse families across contexts are addressed.

研究表明，家庭-学校合作在促进学生积极成果方面的重要性，但也表明教师和家庭成员缺乏满意度和信任，特别是在跨文化互动方面。一个关键的障碍是缺乏教师专业发展方面的基于研究的实践和系统支持(如资源、时间)。本文提出了一种基于研究的会议策略，旨在培养家庭和教育工作者之间的信任关系，称为建立公平的信任关系(BETR)。信任建立过程的关键是理解自己(和组织)的文化和规范如何塑造支持或损害建立信任的期望和行动。在BETR会议模型的背景下，展示了参与不断进行和迭代的工作以提高文化能力的三步过程:1)文化自学，2)获取文化知识，3)将知识付诸实践(CAP)。本文讨论了在不同背景下不同家庭实施这一战略的证据、例证和可能的调整。

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引用次数: 0

Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction 运用自主学习教学模式的学生主导过渡计划

IF 1 Q3 EDUCATION, SPECIAL

Teaching Exceptional Children

Pub Date : 2023-03-22 DOI: 10.1177/00400599231155604

Hunter A. Matusevich, K. Shogren, Sheida K. Raley, Dale W. Matusevich

All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning

所有的学生在他们的一生中都会经历各种各样的转变(即，从初中到高中，从高中到工作)。然而，与没有残疾的同龄人相比，残疾学生在校和毕业后的成绩往往存在差异。提高残疾学生成绩的一种方法是为学生提供机会，增强他们的自决能力。自主学习教学模式(SDLMI)是一种增强自主的循证实践。为了支持过渡计划中的自我决定，教师可以使用SDLMI使学生能够指导自己的学习和工作，以实现与增强校内和校外成果相关的自我选择的过渡目标，例如目标实现，竞争性综合就业和社区参与。这篇文章描述了教师如何支持学生设定目标并朝着目标努力，同时支持他们在IEP方面的进步，以增强学生的声音和学生主导的过渡计划

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全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

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