Pub Date : 2023-02-09DOI: 10.1177/00224669231153861
M. Giangreco, J. Garvey, Daniel DeSanto, J. Suter
Author-level bibliometrics are one way to measure scholarly contributions. Such metrics are often calculated from journals indexed in the Web of ScienceTM. Google Scholar more comprehensively reflects the contributions of special education scholars by including many more social science and education journals. The current study analyzed 348 publicly available Google Scholar profiles of special education faculty at 213 U.S. universities to explore currently available measures (i.e., citation counts, h-index, i10-index). Using descriptive statistics, quartile distributions, and one-way analysis of variance (ANOVA), we identified several significant differences across variables based on academic rank and Carnegie classification with medium to large effect sizes. Currently reported metrics (i.e., citation counts, h-index, i10-index) advantaged scholars with higher academic rank and those working at universities with a greater amount of research activity. Suggestions are offered to support career development.
作者水平的文献计量学是衡量学术贡献的一种方法。这些指标通常是从Web of ScienceTM索引的期刊中计算出来的。b谷歌Scholar通过收录更多的社会科学和教育期刊，更全面地反映了特殊教育学者的贡献。目前的研究分析了213所美国大学的348个公开的谷歌学者的特殊教育教师档案，以探索当前可用的措施(即引用计数，h指数，i10指数)。使用描述性统计、四分位数分布和单因素方差分析(ANOVA)，我们确定了基于学术等级和卡内基分类的变量之间的几个显著差异，这些差异具有中到大的效应量。目前报告的指标(即引文数、h-index、i10-index)有利于学术排名较高的学者和研究活动较多的大学的学者。为职业发展提供建议。
{"title":"Special Education Google Scholar Metrics to Facilitate Career Development and Advance Impact","authors":"M. Giangreco, J. Garvey, Daniel DeSanto, J. Suter","doi":"10.1177/00224669231153861","DOIUrl":"https://doi.org/10.1177/00224669231153861","url":null,"abstract":"Author-level bibliometrics are one way to measure scholarly contributions. Such metrics are often calculated from journals indexed in the Web of ScienceTM. Google Scholar more comprehensively reflects the contributions of special education scholars by including many more social science and education journals. The current study analyzed 348 publicly available Google Scholar profiles of special education faculty at 213 U.S. universities to explore currently available measures (i.e., citation counts, h-index, i10-index). Using descriptive statistics, quartile distributions, and one-way analysis of variance (ANOVA), we identified several significant differences across variables based on academic rank and Carnegie classification with medium to large effect sizes. Currently reported metrics (i.e., citation counts, h-index, i10-index) advantaged scholars with higher academic rank and those working at universities with a greater amount of research activity. Suggestions are offered to support career development.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"171 - 180"},"PeriodicalIF":2.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41618012","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 : 2023-02-07DOI: 10.1177/00224669221146168
S. Hirsch, Timothy Lewis, Catherine A. Griffith, Alex Carlson, Christy Brown, Antonis Katsiyannis
Although functional behavioral assessments and behavior intervention plans (FBA-BIP) are standard practices for students with disabilities, the research base on the nature of FBA-BIPs is limited as most record reviews were conducted before 2010. We examined key compliance components of FBA-BIPs for 304 students with disabilities in one large U.S. local education agency, including demographic differences in FBA-BIP adequacy, and whether two key components could predict FBA-BIP quality. Results indicated variability in the quality rating of key FBA-BIP components and differences in FBA-BIP adequacy by grade level. Furthermore, strong associations were found between the overall quality of the FBA-BIP and the function of behavior as well as whether strategies were matched to the function. We discuss limitations, future research, and implications for professional learning and development.
{"title":"An Analysis of Selected Aspects of Functional Behavioral Assessments and Behavior Intervention Plans","authors":"S. Hirsch, Timothy Lewis, Catherine A. Griffith, Alex Carlson, Christy Brown, Antonis Katsiyannis","doi":"10.1177/00224669221146168","DOIUrl":"https://doi.org/10.1177/00224669221146168","url":null,"abstract":"Although functional behavioral assessments and behavior intervention plans (FBA-BIP) are standard practices for students with disabilities, the research base on the nature of FBA-BIPs is limited as most record reviews were conducted before 2010. We examined key compliance components of FBA-BIPs for 304 students with disabilities in one large U.S. local education agency, including demographic differences in FBA-BIP adequacy, and whether two key components could predict FBA-BIP quality. Results indicated variability in the quality rating of key FBA-BIP components and differences in FBA-BIP adequacy by grade level. Furthermore, strong associations were found between the overall quality of the FBA-BIP and the function of behavior as well as whether strategies were matched to the function. We discuss limitations, future research, and implications for professional learning and development.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"131 - 141"},"PeriodicalIF":2.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41478513","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 : 2023-02-02DOI: 10.1177/00224669221148726
Sarah E. Maylott, R. Fasano, Jacquelyn M. Moffitt, Cody Boland, Evan T. Burdette, E. Nahin, E. Simpson, Christine F. Delgado
Developmental disability rates may vary by the season or month in which children are born. However, the seasonal mechanisms, such as climate, underlying these variations are unclear. Previous studies focused on high-latitude regions, leaving this climate hypothesis only partially tested. We analyzed rates of developmental disabilities in 3- to 5-year-old children from a tropical climate—South Florida—from 2004 to 2015 (N = 79,047) using a time-series analysis to identify peaks in diagnoses based on birth months. Children with speech impairments were more likely to be born in March, April, and September, a novel finding. Children with developmental delays were more likely to be born in September and October, consistent with studies in colder regions. In contrast to prior studies, there were no effects of birth month for language impairment or autism spectrum disorder. We highlight potential prenatal mechanisms that may contribute to the seasonal variations in some developmental disabilities.
{"title":"Rates of Developmental Disabilities Vary Across Birth Months in a Tropical Climate","authors":"Sarah E. Maylott, R. Fasano, Jacquelyn M. Moffitt, Cody Boland, Evan T. Burdette, E. Nahin, E. Simpson, Christine F. Delgado","doi":"10.1177/00224669221148726","DOIUrl":"https://doi.org/10.1177/00224669221148726","url":null,"abstract":"Developmental disability rates may vary by the season or month in which children are born. However, the seasonal mechanisms, such as climate, underlying these variations are unclear. Previous studies focused on high-latitude regions, leaving this climate hypothesis only partially tested. We analyzed rates of developmental disabilities in 3- to 5-year-old children from a tropical climate—South Florida—from 2004 to 2015 (N = 79,047) using a time-series analysis to identify peaks in diagnoses based on birth months. Children with speech impairments were more likely to be born in March, April, and September, a novel finding. Children with developmental delays were more likely to be born in September and October, consistent with studies in colder regions. In contrast to prior studies, there were no effects of birth month for language impairment or autism spectrum disorder. We highlight potential prenatal mechanisms that may contribute to the seasonal variations in some developmental disabilities.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"152 - 161"},"PeriodicalIF":2.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41435591","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 : 2023-02-01DOI: 10.1177/00224669231151914
Jenny R. Root, Esther R. Lindström, Deidre Gilley, Rui Chen
Students with intellectual and developmental disabilities (IDDs) were particularly vulnerable to the school closures that resulted from the COVID-19 pandemic. We sought to obtain a baseline understanding of the instructional experiences of students with IDD before March of 2020 to assess the nature and degree of the pandemic’s impact. We recruited caregivers of students with IDD to complete a survey of their children’s educational experiences across three time periods (before March 2020, Spring 2020, and Fall 2020). No caregivers reported that their children had experienced remote or distance learning prior to March 2020, and the majority reported their children lost access to instruction and related services outlined in their Individualized Education Program during Spring of 2020. We report additional findings related to instruction, attitudes, and skills. Implications for future research, practice, and policy are discussed.
{"title":"Impact of COVID-19 Pandemic on Instructional Experiences of Students With Intellectual and Developmental Disability","authors":"Jenny R. Root, Esther R. Lindström, Deidre Gilley, Rui Chen","doi":"10.1177/00224669231151914","DOIUrl":"https://doi.org/10.1177/00224669231151914","url":null,"abstract":"Students with intellectual and developmental disabilities (IDDs) were particularly vulnerable to the school closures that resulted from the COVID-19 pandemic. We sought to obtain a baseline understanding of the instructional experiences of students with IDD before March of 2020 to assess the nature and degree of the pandemic’s impact. We recruited caregivers of students with IDD to complete a survey of their children’s educational experiences across three time periods (before March 2020, Spring 2020, and Fall 2020). No caregivers reported that their children had experienced remote or distance learning prior to March 2020, and the majority reported their children lost access to instruction and related services outlined in their Individualized Education Program during Spring of 2020. We report additional findings related to instruction, attitudes, and skills. Implications for future research, practice, and policy are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44390001","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 : 2023-01-13DOI: 10.1177/00224669221147272
North Cooc
The Individuals with Disabilities Education Act (IDEA) requires annual data collection to monitor the provision of special education services, yet federal reports rarely disaggregate trends for English learners (ELs). In merging all available annual data files required under IDEA from 2006 to 2020, the present study provides the first large-scale examination of trends in the school experiences and outcomes of ELs with disabilities. Results show that while EL overrepresentation in special education is limited, the population has increased by more than 50%, with growth rates substantially higher by disability type (autism spectrum disorder and developmental delay) and geographic region (U.S. Midwest and Northeast). Analyses of school outcomes show consistently lower rates of suspension, general education inclusion, and high school graduation for ELs with disabilities relative to non-ELs with disabilities. Test score trends from the National Assessment for Education Progress reveal stagnation for ELs with disabilities and a consistent gap relative to non-ELs with disabilities. The study has implications for how schools prepare for changing student demographics in special education and improve student outcomes.
{"title":"National Trends in Special Education and Academic Outcomes for English Learners With Disabilities","authors":"North Cooc","doi":"10.1177/00224669221147272","DOIUrl":"https://doi.org/10.1177/00224669221147272","url":null,"abstract":"The Individuals with Disabilities Education Act (IDEA) requires annual data collection to monitor the provision of special education services, yet federal reports rarely disaggregate trends for English learners (ELs). In merging all available annual data files required under IDEA from 2006 to 2020, the present study provides the first large-scale examination of trends in the school experiences and outcomes of ELs with disabilities. Results show that while EL overrepresentation in special education is limited, the population has increased by more than 50%, with growth rates substantially higher by disability type (autism spectrum disorder and developmental delay) and geographic region (U.S. Midwest and Northeast). Analyses of school outcomes show consistently lower rates of suspension, general education inclusion, and high school graduation for ELs with disabilities relative to non-ELs with disabilities. Test score trends from the National Assessment for Education Progress reveal stagnation for ELs with disabilities and a consistent gap relative to non-ELs with disabilities. The study has implications for how schools prepare for changing student demographics in special education and improve student outcomes.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"106 - 117"},"PeriodicalIF":2.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48946503","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 : 2023-01-10DOI: 10.1177/00224669221147256
Cady Landa, Matthew S. Smith, A. Hall, J. Bose, J. Timmons, M. Stein
We performed a scoping review of literature on schools’ transfer of rights practices under the Individuals with Disabilities Education Act (IDEA) with respect to students with intellectual and developmental disabilities. The review found only limited empirical evidence of how IDEA transfer of rights policies are implemented in schools and affect students and parents. We found a substantial disconnect between this limited empirical evidence and generalizations about school practice made in recent literature that is not empirically based. In addition, we found some misunderstanding of relevant federal policy and little attention to variation in states’ policies and schools’ practices. Further research is needed to understand the intersection of relevant public policy, school practice, and student postsecondary education, employment, and independent living outcomes.
{"title":"What Is Known About Schools’ Transfer of Rights Practices for Students With Intellectual and Developmental Disabilities","authors":"Cady Landa, Matthew S. Smith, A. Hall, J. Bose, J. Timmons, M. Stein","doi":"10.1177/00224669221147256","DOIUrl":"https://doi.org/10.1177/00224669221147256","url":null,"abstract":"We performed a scoping review of literature on schools’ transfer of rights practices under the Individuals with Disabilities Education Act (IDEA) with respect to students with intellectual and developmental disabilities. The review found only limited empirical evidence of how IDEA transfer of rights policies are implemented in schools and affect students and parents. We found a substantial disconnect between this limited empirical evidence and generalizations about school practice made in recent literature that is not empirically based. In addition, we found some misunderstanding of relevant federal policy and little attention to variation in states’ policies and schools’ practices. Further research is needed to understand the intersection of relevant public policy, school practice, and student postsecondary education, employment, and independent living outcomes.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"142 - 151"},"PeriodicalIF":2.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47488904","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 : 2022-12-10DOI: 10.1177/00224669221140568
Marlena L. Minkos, Emily L. Winter, Sierra M. Trudel
Alternative education (AE) settings support students with significant social–emotional and behavioral needs. Such settings often implement individualized programming; however, this presents challenges with staffing resources and training. Application of systems to address behavior on a schoolwide level could simplify training, increase staffing flexibility, and decrease use of crisis response procedures. This 2-year, descriptive case study provides an implementation example of universal behavioral supports based on a Positive Behavioral Interventions and Supports (PBIS) framework within an AE setting. Over the course of the study, a reduction in staff use of restraint and seclusion procedures was observed. Additionally, staff perceived the framework favorably. Implementation steps are described, along with differentiation of the framework to meet the needs of a heterogeneous student population within the context of the COVID-19 pandemic.
{"title":"Adaptation of Universal Behavioral Supports Within an Alternative Education Setting","authors":"Marlena L. Minkos, Emily L. Winter, Sierra M. Trudel","doi":"10.1177/00224669221140568","DOIUrl":"https://doi.org/10.1177/00224669221140568","url":null,"abstract":"Alternative education (AE) settings support students with significant social–emotional and behavioral needs. Such settings often implement individualized programming; however, this presents challenges with staffing resources and training. Application of systems to address behavior on a schoolwide level could simplify training, increase staffing flexibility, and decrease use of crisis response procedures. This 2-year, descriptive case study provides an implementation example of universal behavioral supports based on a Positive Behavioral Interventions and Supports (PBIS) framework within an AE setting. Over the course of the study, a reduction in staff use of restraint and seclusion procedures was observed. Additionally, staff perceived the framework favorably. Implementation steps are described, along with differentiation of the framework to meet the needs of a heterogeneous student population within the context of the COVID-19 pandemic.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47891313","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 : 2022-11-30DOI: 10.31863/jse.2022.11.38.4.1
Sura Kang, C. Shin, Je-Kwang Ryu, Yumi Ju
{"title":"A Systematic Review of the Effects of Handwriting Interventions in Children with Developmental Coordination Disorder","authors":"Sura Kang, C. Shin, Je-Kwang Ryu, Yumi Ju","doi":"10.31863/jse.2022.11.38.4.1","DOIUrl":"https://doi.org/10.31863/jse.2022.11.38.4.1","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"110 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73753227","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 : 2022-11-30DOI: 10.31863/jse.2022.11.38.4.81
Mi Ram Choi, Sunhee Ko
{"title":"Characteristics of Motion Expression in Children with ASD and Typical Children According to the Hand Position and Shape","authors":"Mi Ram Choi, Sunhee Ko","doi":"10.31863/jse.2022.11.38.4.81","DOIUrl":"https://doi.org/10.31863/jse.2022.11.38.4.81","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72581947","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 : 2022-11-30DOI: 10.31863/jse.2022.11.38.4.143
Jong-gu Kang, Jiyeon Kim
{"title":"Current Status and Development Direction of Itinerant Education for Students with Special Educational Needs in General Schools","authors":"Jong-gu Kang, Jiyeon Kim","doi":"10.31863/jse.2022.11.38.4.143","DOIUrl":"https://doi.org/10.31863/jse.2022.11.38.4.143","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"373 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74870866","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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