Pub Date : 2023-05-31DOI: 10.31863/jse.2023.05.39.2.131
Jieun Baak
{"title":"Meta-analysis of Domestic Intervention Studies on Elementary School Transition of Students with Intellectual Disabilities","authors":"Jieun Baak","doi":"10.31863/jse.2023.05.39.2.131","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.131","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73732828","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 : 2023-05-31DOI: 10.31863/jse.2023.05.39.2.47
Ha Rim Kim, Sunhee Ko
{"title":"Effects of Story Intervention via Visual Construction Strategy on the Story Recall and Composition of Students with Mild Intellectual Disabilities","authors":"Ha Rim Kim, Sunhee Ko","doi":"10.31863/jse.2023.05.39.2.47","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.47","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79214210","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 : 2023-05-31DOI: 10.31863/jse.2023.05.39.2.115
Hyekyoung Oh, Hwang Mina
{"title":"Application of the Mutual Exclusivity Assumption and Pragmatic Cues to Novel-Word Learning in Children with Intellectual Disabilities","authors":"Hyekyoung Oh, Hwang Mina","doi":"10.31863/jse.2023.05.39.2.115","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.115","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88542224","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 : 2023-05-31DOI: 10.31863/jse.2023.05.39.2.71
M. Kim, S. Lim
{"title":"The Effects of Participation in Housework on Life Satisfaction in Youths with Disabilities: The Mediating Impact of Disability Acceptance and Moderating Role of Self-Esteem","authors":"M. Kim, S. Lim","doi":"10.31863/jse.2023.05.39.2.71","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.71","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78911451","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 : 2023-05-31DOI: 10.31863/jse.2023.05.39.2.157
Hyun-Ju Yu, Jakoung Kim
{"title":"Management of a Play-Based Curriculum in Inclusive Classes for Children with Developmental Delays: Experiences and Perceptions of Teachers at Public Kindergartens","authors":"Hyun-Ju Yu, Jakoung Kim","doi":"10.31863/jse.2023.05.39.2.157","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.157","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77331706","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 : 2023-05-09DOI: 10.1177/00224669231170202
Brian K. Mason, Justin B. Leaf, Peter F. Gerhardt
The Zones of Regulation is a widely implemented program for social-emotional regulation, including for students with autism. To date, there is very little empirical evidence to show efficacy for the Zones of Regulation. According to standards published by the APA, National Standards Project, and National Clearinghouse of Autism Evidence and Practice, the Zones of Regulation does not meet the standards for an evidence-based practice. The authors provide suggestions in support of additional empirical study of Zones of Regulation.
{"title":"A Research Review of the Zones of Regulation Program","authors":"Brian K. Mason, Justin B. Leaf, Peter F. Gerhardt","doi":"10.1177/00224669231170202","DOIUrl":"https://doi.org/10.1177/00224669231170202","url":null,"abstract":"The Zones of Regulation is a widely implemented program for social-emotional regulation, including for students with autism. To date, there is very little empirical evidence to show efficacy for the Zones of Regulation. According to standards published by the APA, National Standards Project, and National Clearinghouse of Autism Evidence and Practice, the Zones of Regulation does not meet the standards for an evidence-based practice. The authors provide suggestions in support of additional empirical study of Zones of Regulation.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44281844","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 : 2023-05-08DOI: 10.1177/00224669231171558
Di Liu, Catharine Lory, Qingli Lei, Weiwei Cai, Yiwen Mao, Xuan Yang
Measurement concepts are an essential foundation for more advanced mathematical concepts. To address the challenges of students with autism spectrum disorder (ASD) in learning measurement concepts, this study investigated the effects of using a combination of explicit instruction and virtual manipulatives (VMs) to teach measurement concepts to students with ASD. Using a single-case multiple-probe across skills design, researchers examined whether the intervention could support the acquisition and maintenance of measurement concepts in students with ASD. Based on visual analysis, a functional relation was found between the independent variable (i.e., explicit instruction with VMs) and student performance on solving measurement concepts problems. Implications for practice and research are discussed.
{"title":"Using Explicit Instruction and Virtual Manipulatives to Teach Measurement Concepts for Students With Autism Spectrum Disorder","authors":"Di Liu, Catharine Lory, Qingli Lei, Weiwei Cai, Yiwen Mao, Xuan Yang","doi":"10.1177/00224669231171558","DOIUrl":"https://doi.org/10.1177/00224669231171558","url":null,"abstract":"Measurement concepts are an essential foundation for more advanced mathematical concepts. To address the challenges of students with autism spectrum disorder (ASD) in learning measurement concepts, this study investigated the effects of using a combination of explicit instruction and virtual manipulatives (VMs) to teach measurement concepts to students with ASD. Using a single-case multiple-probe across skills design, researchers examined whether the intervention could support the acquisition and maintenance of measurement concepts in students with ASD. Based on visual analysis, a functional relation was found between the independent variable (i.e., explicit instruction with VMs) and student performance on solving measurement concepts problems. Implications for practice and research are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47261859","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 : 2023-05-04DOI: 10.1177/00224669231168373
Bradley Witzel, Jonté A. Myers, Jenny R. Root, Shaqwana Freeman‐Green, P. Riccomini, Pamela J. Mims
Students with disabilities experience differential levels of achievement in mathematics when compared with their nondisabled peers. Identifying and implementing evidence-based practices (EBPs) is essential to increase their mathematics achievement. However, an argument is re-emerging that calls into question the effectiveness of well-known EBPs, such as explicit/direct instruction. However, the argument is based on opinion and conjecture, rather than student outcome measures. In this commentary, we use research on explicit and direct instruction with mathematics to (a) highlight the confusion over theoretical implications, (b) call for researchers to reduce personal bias within research, and (c) emphasize the need for improving outcomes of students with disabilities affecting mathematics learning.
{"title":"Research Should Focus on Improving Mathematics Proficiency for Students With Disabilities","authors":"Bradley Witzel, Jonté A. Myers, Jenny R. Root, Shaqwana Freeman‐Green, P. Riccomini, Pamela J. Mims","doi":"10.1177/00224669231168373","DOIUrl":"https://doi.org/10.1177/00224669231168373","url":null,"abstract":"Students with disabilities experience differential levels of achievement in mathematics when compared with their nondisabled peers. Identifying and implementing evidence-based practices (EBPs) is essential to increase their mathematics achievement. However, an argument is re-emerging that calls into question the effectiveness of well-known EBPs, such as explicit/direct instruction. However, the argument is based on opinion and conjecture, rather than student outcome measures. In this commentary, we use research on explicit and direct instruction with mathematics to (a) highlight the confusion over theoretical implications, (b) call for researchers to reduce personal bias within research, and (c) emphasize the need for improving outcomes of students with disabilities affecting mathematics learning.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43842109","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 : 2023-04-22DOI: 10.1177/00224669231166915
Derek B. Rodgers, S. King, Guy Martin, C. Lemons
Curriculum-based measures (CBMs), which allow educators to monitor progress over time and make instructional decisions based on student performance, represent a fixture of general approaches to reading and data-based instructional frameworks. However, evidence supporting the use of CBM for students with intellectual disabilities is limited. This study evaluated the criterion validity of a reading CBM battery. Multiple CBM and standardized criterion measures were administered to elementary-aged children ( n = 56) with intellectual disabilities. Inferential analyses identified numerous domain-specific correlations between CBM and criterion measures; however, no single CBM emerged as a more effective predictor of reading performance. Findings provide qualified support for the use of CBM with children who have intellectual disabilities.
{"title":"Assessing the Criterion Validity of Curriculum-Based Measures for Children with Intellectual Disabilities","authors":"Derek B. Rodgers, S. King, Guy Martin, C. Lemons","doi":"10.1177/00224669231166915","DOIUrl":"https://doi.org/10.1177/00224669231166915","url":null,"abstract":"Curriculum-based measures (CBMs), which allow educators to monitor progress over time and make instructional decisions based on student performance, represent a fixture of general approaches to reading and data-based instructional frameworks. However, evidence supporting the use of CBM for students with intellectual disabilities is limited. This study evaluated the criterion validity of a reading CBM battery. Multiple CBM and standardized criterion measures were administered to elementary-aged children ( n = 56) with intellectual disabilities. Inferential analyses identified numerous domain-specific correlations between CBM and criterion measures; however, no single CBM emerged as a more effective predictor of reading performance. Findings provide qualified support for the use of CBM with children who have intellectual disabilities.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48998435","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 : 2023-04-19DOI: 10.1177/00224669231165502
G. Francis, M. Burke, Ling Zhang, R. Carter, Chak Li, A. Turnbull
Investigating the extent to which professional organization standards reflect family–professional partnerships can identify opportunities for professional organizations to enrich a focus on partnerships, thus better-preparing education professionals to fulfill partnerships with families. The researchers employed a document analysis method to investigate two research questions: (a) What percentage of education professional organization standards and substandards reflect family–professional partnerships? and (b) To what extent do education professional organization substandards align with the five dimensions of family–professional partnerships? Key findings indicated that the (a) Interstate Teacher Assessment and Support Consortium and (b) National Association of School Psychologists had the greatest number of standards reflecting partnerships and “commitment” was most frequently dimension reflected in substandards. Implications and future directions for research are discussed.
{"title":"Examining the Reflection of Family–Professional Partnerships in Professional Organization Standards","authors":"G. Francis, M. Burke, Ling Zhang, R. Carter, Chak Li, A. Turnbull","doi":"10.1177/00224669231165502","DOIUrl":"https://doi.org/10.1177/00224669231165502","url":null,"abstract":"Investigating the extent to which professional organization standards reflect family–professional partnerships can identify opportunities for professional organizations to enrich a focus on partnerships, thus better-preparing education professionals to fulfill partnerships with families. The researchers employed a document analysis method to investigate two research questions: (a) What percentage of education professional organization standards and substandards reflect family–professional partnerships? and (b) To what extent do education professional organization substandards align with the five dimensions of family–professional partnerships? Key findings indicated that the (a) Interstate Teacher Assessment and Support Consortium and (b) National Association of School Psychologists had the greatest number of standards reflecting partnerships and “commitment” was most frequently dimension reflected in substandards. Implications and future directions for research are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47676973","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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