Pub Date : 2022-08-31DOI: 10.31863/jse.2022.08.38.3.47
Miranda Young, Sunhee Ko
{"title":"Characteristics of Using Adnominal Suffix in Children with SLI and Typical Children","authors":"Miranda Young, Sunhee Ko","doi":"10.31863/jse.2022.08.38.3.47","DOIUrl":"https://doi.org/10.31863/jse.2022.08.38.3.47","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"6 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75683451","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 : 2022-08-31DOI: 10.31863/jse.2022.08.38.3.141
Solji Park, E. Lee
{"title":"Research Trends on Children and Adolescents with Borderline Intellectual Functioning: Criteria and Assessment Tools used in the subject selection","authors":"Solji Park, E. Lee","doi":"10.31863/jse.2022.08.38.3.141","DOIUrl":"https://doi.org/10.31863/jse.2022.08.38.3.141","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"4 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88091140","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 : 2022-08-31DOI: 10.31863/jse.2022.08.38.3.93
Kyung-Wha Oh, Myongye Bang
{"title":"Analysis of Single-Subject Studies on Positive Behavior Interventions and Supports Including Caregiver Participation for Students with Disabilities","authors":"Kyung-Wha Oh, Myongye Bang","doi":"10.31863/jse.2022.08.38.3.93","DOIUrl":"https://doi.org/10.31863/jse.2022.08.38.3.93","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87976200","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 : 2022-08-31DOI: 10.31863/jse.2022.08.38.3.27
Ae-hwa Kim
{"title":"A Study on the Spelling of Elementary, Middle, and High School Students","authors":"Ae-hwa Kim","doi":"10.31863/jse.2022.08.38.3.27","DOIUrl":"https://doi.org/10.31863/jse.2022.08.38.3.27","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"2 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78946204","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 : 2022-08-31DOI: 10.31863/jse.2022.08.38.3.119
Hee-Yeon Kwak, Sook-Hyang Kim, Byong-In Lee
{"title":"An analysis on research trends related to families of young children with special needs using text mining analysis: With a special reference to the Korean professional journal articles(2003 - 2021)","authors":"Hee-Yeon Kwak, Sook-Hyang Kim, Byong-In Lee","doi":"10.31863/jse.2022.08.38.3.119","DOIUrl":"https://doi.org/10.31863/jse.2022.08.38.3.119","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"128 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79556031","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 : 2022-08-31DOI: 10.31863/jse.2022.08.38.3.63
HeeTae Jeong, Suk-Hyang Lee
{"title":"Effects of Environmental Education Program using Problem-Based Learning on Environmental Attitudes and Cooperative Ability of Students in an Elementary Inclusive Classroom","authors":"HeeTae Jeong, Suk-Hyang Lee","doi":"10.31863/jse.2022.08.38.3.63","DOIUrl":"https://doi.org/10.31863/jse.2022.08.38.3.63","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88714951","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 : 2022-08-01Epub Date: 2021-08-05DOI: 10.1177/00224669211036397
Adele F Dimian, Jason J Wolff, Frank J Symons
Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skill acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD who received EIBI into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under the ASD category for children that received EIBI. Medicaid records were utilized to create a cross-systems dataset of 3 to 5 year old children with ASD ( n=667). Most students were placed in general education and males and White students were more likely to receive special education services for ASD. Only half of students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed.
{"title":"Educational outcomes of a cohort of children with autism who received early intensive behavioral intervention.","authors":"Adele F Dimian, Jason J Wolff, Frank J Symons","doi":"10.1177/00224669211036397","DOIUrl":"10.1177/00224669211036397","url":null,"abstract":"<p><p>Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skill acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD who received EIBI into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under the ASD category for children that received EIBI. Medicaid records were utilized to create a cross-systems dataset of 3 to 5 year old children with ASD ( n=667). Most students were placed in general education and males and White students were more likely to receive special education services for ASD. Only half of students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed.</p>","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"56 1","pages":"73-84"},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12599840/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47547121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1177/00224669221113542
Selena J. Layden, Teresa G. Crowson, Kera E. Hayden
Self-monitoring encompasses observation of one’s own behavior that can be used by teachers to improve their performance in the classroom. In this systematic review, we searched three databases to discover published research using teachers as participants implementing self-monitoring procedures in a school setting from January 1990 through October 2021. We identified 24 studies that met the criteria. These studies were analyzed with a focus on participants, dependent and independent variables, type of self-monitoring used, and outcomes. The studies were further analyzed using the Council for Exceptional Children’s Quality Indicators for Research in Special Education (Cook et al., 2014). We found 23 of 24 studies indicated positive results, with some including self-monitoring as part of an intervention package. However, only eight of the 24 studies met all the quality indicators. Future research should focus on providing quality studies to continue to evaluate the effectiveness of self-monitoring for improving teacher performance.
自我监控包括对自己行为的观察，教师可以利用这些行为来提高他们在课堂上的表现。在本系统综述中，我们检索了三个数据库，以发现从1990年1月至2021年10月在学校环境中使用教师作为参与者实施自我监控程序的已发表研究。我们确定了24项符合标准的研究。这些研究的分析重点是参与者、因变量和自变量、使用的自我监控类型和结果。使用特殊教育研究特殊儿童质量指标委员会进一步分析了这些研究(Cook et al.， 2014)。我们发现24项研究中有23项显示出积极的结果，其中一些研究将自我监控作为干预方案的一部分。然而，24项研究中只有8项符合所有质量指标。未来的研究应侧重于提供高质量的研究，以继续评估自我监控对提高教师绩效的有效性。
{"title":"A 30-Year Systematic Review of Self-Monitoring as a Strategy to Improve Teacher Performance","authors":"Selena J. Layden, Teresa G. Crowson, Kera E. Hayden","doi":"10.1177/00224669221113542","DOIUrl":"https://doi.org/10.1177/00224669221113542","url":null,"abstract":"Self-monitoring encompasses observation of one’s own behavior that can be used by teachers to improve their performance in the classroom. In this systematic review, we searched three databases to discover published research using teachers as participants implementing self-monitoring procedures in a school setting from January 1990 through October 2021. We identified 24 studies that met the criteria. These studies were analyzed with a focus on participants, dependent and independent variables, type of self-monitoring used, and outcomes. The studies were further analyzed using the Council for Exceptional Children’s Quality Indicators for Research in Special Education (Cook et al., 2014). We found 23 of 24 studies indicated positive results, with some including self-monitoring as part of an intervention package. However, only eight of the 24 studies met all the quality indicators. Future research should focus on providing quality studies to continue to evaluate the effectiveness of self-monitoring for improving teacher performance.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"47 - 58"},"PeriodicalIF":2.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44367030","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 : 2022-07-11DOI: 10.1177/00224669221109172
M. Epstein, D. Cullinan, M. Lambert, J. Kauffman, Antonis Katsiyannis, W. A. Mason
The present study was conducted to determine whether the problem characteristics of U.S. students school-identified with emotional disturbance (ED) have changed over two decades. We used data from a teacher rating instrument designed to measure the five problem characteristics of ED, as stated in its Individuals with Disabilities Education Act (IDEA) definition. These data were collected in the process of norming the instrument for 1998 and again for 2020. Comparison of the 1998 and 2020 students school-identified with ED showed that the 1998 group had significantly more problematic functioning on two characteristics, namely, Relationship Problems and Inappropriate Behavior, but no more problematic differences on Inability to Learn, Unhappiness or Depression, and Physical Symptoms or Fears. In addition, analyses of selected items gave more context to the main results. Study limitations, future research, and implications are discussed.
{"title":"A 22-Year Cross-Sectional Cohort Study of the Emotional and Behavioral Characteristics of Students With Emotional Disturbance","authors":"M. Epstein, D. Cullinan, M. Lambert, J. Kauffman, Antonis Katsiyannis, W. A. Mason","doi":"10.1177/00224669221109172","DOIUrl":"https://doi.org/10.1177/00224669221109172","url":null,"abstract":"The present study was conducted to determine whether the problem characteristics of U.S. students school-identified with emotional disturbance (ED) have changed over two decades. We used data from a teacher rating instrument designed to measure the five problem characteristics of ED, as stated in its Individuals with Disabilities Education Act (IDEA) definition. These data were collected in the process of norming the instrument for 1998 and again for 2020. Comparison of the 1998 and 2020 students school-identified with ED showed that the 1998 group had significantly more problematic functioning on two characteristics, namely, Relationship Problems and Inappropriate Behavior, but no more problematic differences on Inability to Learn, Unhappiness or Depression, and Physical Symptoms or Fears. In addition, analyses of selected items gave more context to the main results. Study limitations, future research, and implications are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"36 - 46"},"PeriodicalIF":2.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48707957","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 : 2022-07-07DOI: 10.1177/00224669221097945
Sandi M. Cole, H. Murphy, M. Frisby, James Robinson
Propensity score matching was used to create intervention and comparison groups to compare academic outcomes of students with disabilities in the U.S. state of Indiana placed in more inclusive settings with those placed in less inclusive settings. Student and school demographic and outcome data were analyzed from the eighth grade in 2013 through graduation in 2018. Students with disabilities spending 80% more time in inclusive classrooms did better in reading and math than peers spending more time in special education classrooms. The study shows differences in diploma types of students in more inclusive settings than those in less inclusive settings, indicating that students in inclusive settings engage in more rigorous course of study and are more prepared for successful post-secondary educational and employment opportunities.
{"title":"The Relationship Between Special Education Placement and High School Outcomes","authors":"Sandi M. Cole, H. Murphy, M. Frisby, James Robinson","doi":"10.1177/00224669221097945","DOIUrl":"https://doi.org/10.1177/00224669221097945","url":null,"abstract":"Propensity score matching was used to create intervention and comparison groups to compare academic outcomes of students with disabilities in the U.S. state of Indiana placed in more inclusive settings with those placed in less inclusive settings. Student and school demographic and outcome data were analyzed from the eighth grade in 2013 through graduation in 2018. Students with disabilities spending 80% more time in inclusive classrooms did better in reading and math than peers spending more time in special education classrooms. The study shows differences in diploma types of students in more inclusive settings than those in less inclusive settings, indicating that students in inclusive settings engage in more rigorous course of study and are more prepared for successful post-secondary educational and employment opportunities.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"13 - 23"},"PeriodicalIF":2.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41615657","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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