Pub Date : 2023-04-11DOI: 10.1177/00224669231164396
In this study, we examined the extent to which educators believe students with complex support needs (CSN) participate in and benefit from practices associated with school-wide positive behavioral interventions and supports (SWPBIS). We conducted a survey of 622 teachers in the United States and analyzed responses according to the implementation or absence of SWPBIS at the respondent’s school. Our findings show (a) teachers working in SWPBIS schools have more knowledge of how to handle challenging behavior among students with CSN, (b) students with CSN who are taught in SWPBIS schools are more involved in SWPBIS-associated practices and the general education classroom, and (c) teachers believe students with CSN should be involved in SWPBIS-associated practices. Implications for practice and research are discussed.
{"title":"Teachers’ Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS","authors":"","doi":"10.1177/00224669231164396","DOIUrl":"https://doi.org/10.1177/00224669231164396","url":null,"abstract":"In this study, we examined the extent to which educators believe students with complex support needs (CSN) participate in and benefit from practices associated with school-wide positive behavioral interventions and supports (SWPBIS). We conducted a survey of 622 teachers in the United States and analyzed responses according to the implementation or absence of SWPBIS at the respondent’s school. Our findings show (a) teachers working in SWPBIS schools have more knowledge of how to handle challenging behavior among students with CSN, (b) students with CSN who are taught in SWPBIS schools are more involved in SWPBIS-associated practices and the general education classroom, and (c) teachers believe students with CSN should be involved in SWPBIS-associated practices. Implications for practice and research are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44969922","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 : 2023-03-30DOI: 10.1177/00224669231164392
L. McDermott, Rebecca A. Cruz, Zhihui Feng
Paraprofessionals have increasingly served as a support service for students with disabilities. Yet, scholars have urged caution in the overuse of assigning paraprofessional supports. Furthermore, it is unclear how states provide guidance to local stakeholders in determining the best use of paraprofessionals. Thus, in this study, we conducted a state-by-state analysis of documents depicting guidance for paraprofessional supports. We identified states that offered comprehensive frameworks to support practitioners, while allowing teams to maintain the autonomy to make decisions on a case-by-case basis. However, we also found that few states offered guidance, particularly with regard to navigating tensions between student need and potential risks. We rely on a Disability Studies framework to discuss implications for policy, practice, and future research, particularly in how states might provide robust guidance that assists schools in building an accommodating and inclusive environment, rather than focusing solely on student characteristics framed as deficits.
{"title":"A State-by-State Document Analysis of Official Guidance on Paraprofessional Allocation","authors":"L. McDermott, Rebecca A. Cruz, Zhihui Feng","doi":"10.1177/00224669231164392","DOIUrl":"https://doi.org/10.1177/00224669231164392","url":null,"abstract":"Paraprofessionals have increasingly served as a support service for students with disabilities. Yet, scholars have urged caution in the overuse of assigning paraprofessional supports. Furthermore, it is unclear how states provide guidance to local stakeholders in determining the best use of paraprofessionals. Thus, in this study, we conducted a state-by-state analysis of documents depicting guidance for paraprofessional supports. We identified states that offered comprehensive frameworks to support practitioners, while allowing teams to maintain the autonomy to make decisions on a case-by-case basis. However, we also found that few states offered guidance, particularly with regard to navigating tensions between student need and potential risks. We rely on a Disability Studies framework to discuss implications for policy, practice, and future research, particularly in how states might provide robust guidance that assists schools in building an accommodating and inclusive environment, rather than focusing solely on student characteristics framed as deficits.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44765886","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 : 2023-03-15DOI: 10.1177/00224669231157032
Yan Ping Xin, Soojung Kim, Qingli Lei, Bingyu Liu, Shuang Wei, Signe E. Kastberg, Yingjie Chen
The U.S. Nation’s Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today’s dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that are driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences’ (IES) latest practice guide, including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants’ performance above and beyond the business-as-usual comparison group.
{"title":"The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics","authors":"Yan Ping Xin, Soojung Kim, Qingli Lei, Bingyu Liu, Shuang Wei, Signe E. Kastberg, Yingjie Chen","doi":"10.1177/00224669231157032","DOIUrl":"https://doi.org/10.1177/00224669231157032","url":null,"abstract":"The U.S. Nation’s Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today’s dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that are driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences’ (IES) latest practice guide, including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants’ performance above and beyond the business-as-usual comparison group.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106784","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 : 2023-02-28DOI: 10.31863/jse.2023.02.39.1.137
In-young Hwang, Byoung-in Lee
{"title":"A Study on Experiences of Early Childhood Special Education Teachers in the Development and Implementation of Individualized Education Plan(IEP) Associated with Play-based Curriculum","authors":"In-young Hwang, Byoung-in Lee","doi":"10.31863/jse.2023.02.39.1.137","DOIUrl":"https://doi.org/10.31863/jse.2023.02.39.1.137","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87587371","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 : 2023-02-28DOI: 10.31863/jse.2023.02.39.1.1
Soonyoung Hwang, KYUNG-SOO Suh, Kyunghee Yoon
{"title":"The Experiences of Mothers Recommended for Developmental Tests to At-risk Children in an Early Childhood Institution","authors":"Soonyoung Hwang, KYUNG-SOO Suh, Kyunghee Yoon","doi":"10.31863/jse.2023.02.39.1.1","DOIUrl":"https://doi.org/10.31863/jse.2023.02.39.1.1","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90111178","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 : 2023-02-28DOI: 10.31863/jse.2023.02.39.1.67
Seon-Hye Kim, Jin-oh Choi
{"title":"The Effect of Motivation Strategy-Centered Role Play Based on the Pivotal Response Training on Social Interaction of Children with Autism Spectrum Disorder","authors":"Seon-Hye Kim, Jin-oh Choi","doi":"10.31863/jse.2023.02.39.1.67","DOIUrl":"https://doi.org/10.31863/jse.2023.02.39.1.67","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90249174","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 : 2023-02-28DOI: 10.31863/jse.2023.02.39.1.119
W. Kim, Gaeun Kim, M. Hwang
{"title":"Morphological Awareness of Derivatives in Hearing-Impaired Children of Different Vocabulary Levels","authors":"W. Kim, Gaeun Kim, M. Hwang","doi":"10.31863/jse.2023.02.39.1.119","DOIUrl":"https://doi.org/10.31863/jse.2023.02.39.1.119","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80168770","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 : 2023-02-28DOI: 10.31863/jse.2023.02.39.1.21
U. Kim
{"title":"Special Education Teachers’ Perceptions of Their Teaching Performance due to Changes in the Educational Environment caused by COVID-19","authors":"U. Kim","doi":"10.31863/jse.2023.02.39.1.21","DOIUrl":"https://doi.org/10.31863/jse.2023.02.39.1.21","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80346207","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 : 2023-02-28DOI: 10.31863/jse.2023.02.39.1.49
M. Jeon, M. Hwang
{"title":"Counterfactual Thinking in School-aged Children with Specific Language Impairment","authors":"M. Jeon, M. Hwang","doi":"10.31863/jse.2023.02.39.1.49","DOIUrl":"https://doi.org/10.31863/jse.2023.02.39.1.49","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76520154","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 : 2023-02-28DOI: 10.31863/jse.2023.02.39.1.89
Suh-Jung Lee, Suk-Hyang Lee
{"title":"The Effects of Ecological Transformation Education Using Project-Based Learning on the Ecological Sensibility and Citizenship of High School Students with Developmental Disabilities in a Special School","authors":"Suh-Jung Lee, Suk-Hyang Lee","doi":"10.31863/jse.2023.02.39.1.89","DOIUrl":"https://doi.org/10.31863/jse.2023.02.39.1.89","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89582401","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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