Pub Date : 2022-07-04DOI: 10.1177/00224669221105838
F. de Swart, W. Burk, W. Nelen, Esther van Efferen, H. A. van der Stege, R. Scholte
This longitudinal study investigated bidirectional associations between pupils’ social competence and their interpersonal relationships and classroom climate in segregated special education schools for pupils with emotional and behavioral disorders in the Netherlands. Participants were in Grade 4 and 5 in School Year 1 (N = 441) and Grade 5 and 6 in School Year 2 (N = 504) (Mage Time1 = 10.82, SD = 0.86). Digital surveys were administered to pupils and teachers twice each school year to gather information about pupils’ relationships with teachers and peers, classroom climate (structure, atmosphere), and social competence. Structural path models were estimated separately for each school year. Altogether, classroom structure and peer relations were inconsistently linked with teacher and self-reported social competence. Peer relationships (first school year) and structure (second school year) predicted teacher-reported social competence. Self-reported social competence predicted peer relationships, while teacher-reported social competence predicted structure (second school year). Explanations and implications of the findings are discussed.
{"title":"Social Competence and Relationships for Students With Emotional and Behavioral Disorders","authors":"F. de Swart, W. Burk, W. Nelen, Esther van Efferen, H. A. van der Stege, R. Scholte","doi":"10.1177/00224669221105838","DOIUrl":"https://doi.org/10.1177/00224669221105838","url":null,"abstract":"This longitudinal study investigated bidirectional associations between pupils’ social competence and their interpersonal relationships and classroom climate in segregated special education schools for pupils with emotional and behavioral disorders in the Netherlands. Participants were in Grade 4 and 5 in School Year 1 (N = 441) and Grade 5 and 6 in School Year 2 (N = 504) (Mage Time1 = 10.82, SD = 0.86). Digital surveys were administered to pupils and teachers twice each school year to gather information about pupils’ relationships with teachers and peers, classroom climate (structure, atmosphere), and social competence. Structural path models were estimated separately for each school year. Altogether, classroom structure and peer relations were inconsistently linked with teacher and self-reported social competence. Peer relationships (first school year) and structure (second school year) predicted teacher-reported social competence. Self-reported social competence predicted peer relationships, while teacher-reported social competence predicted structure (second school year). Explanations and implications of the findings are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"56 1","pages":"225 - 236"},"PeriodicalIF":2.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48407517","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 : 2022-05-30DOI: 10.1177/00224669221097944
Hsuan Wang, Elizabeth A. Swanson, S. Vaughn
Vocabulary is a prominent contributor to reading comprehension. However, little is known about how students with disabilities with lower vocabulary performance respond to Tier 1 instruction, or how their vocabulary knowledge relates to their content acquisition. To examine the differential impact of Tier 1 instruction for U.S. middle school students with disabilities and to investigate the relations among academic vocabulary, content knowledge, and reading comprehension, this study analyzed data collected in previous randomized controlled trials. Findings suggest that evidence-based Tier 1 instruction targeting academic vocabulary can help eighth graders with disabilities grow as much as students without disabilities on academic vocabulary and content reading comprehension. In addition to students’ baseline performance, learning gains in academic vocabulary significantly predicted the growth of content acquisition among students with disabilities.
{"title":"Understanding the Role of Academic Vocabulary in Content Acquisition for Middle School Students With and Without Disabilities","authors":"Hsuan Wang, Elizabeth A. Swanson, S. Vaughn","doi":"10.1177/00224669221097944","DOIUrl":"https://doi.org/10.1177/00224669221097944","url":null,"abstract":"Vocabulary is a prominent contributor to reading comprehension. However, little is known about how students with disabilities with lower vocabulary performance respond to Tier 1 instruction, or how their vocabulary knowledge relates to their content acquisition. To examine the differential impact of Tier 1 instruction for U.S. middle school students with disabilities and to investigate the relations among academic vocabulary, content knowledge, and reading comprehension, this study analyzed data collected in previous randomized controlled trials. Findings suggest that evidence-based Tier 1 instruction targeting academic vocabulary can help eighth graders with disabilities grow as much as students without disabilities on academic vocabulary and content reading comprehension. In addition to students’ baseline performance, learning gains in academic vocabulary significantly predicted the growth of content acquisition among students with disabilities.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"3 - 12"},"PeriodicalIF":2.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48406096","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 : 2022-05-13DOI: 10.1177/00224669221096428
Michelle Menezes, J. Pappagianopoulos, Melissa F. Robinson, Eleonora Sadikova, R. Cross, M. Mazurek
The current study aimed to examine racial, ethnic, and gender disparities in the receipt of special education services for students with a diagnosis of autism spectrum disorder (ASD) from a healthcare provider utilizing parent-report data from a large, nationally representative sample of U.S. youth. Binary logistic regression results indicated that females with ASD were significantly less likely to receive special education than their male peers; however, race and ethnicity were not significant predictors of school-based autism services. These results suggest that racial/ethnic disparities in educational support for ASD students may be improving, yet misunderstandings of the impact of gender on autism symptom presentation and school functioning persist.
{"title":"Disparities in Special Education Services for Youth With Autism Spectrum Disorder in the United States","authors":"Michelle Menezes, J. Pappagianopoulos, Melissa F. Robinson, Eleonora Sadikova, R. Cross, M. Mazurek","doi":"10.1177/00224669221096428","DOIUrl":"https://doi.org/10.1177/00224669221096428","url":null,"abstract":"The current study aimed to examine racial, ethnic, and gender disparities in the receipt of special education services for students with a diagnosis of autism spectrum disorder (ASD) from a healthcare provider utilizing parent-report data from a large, nationally representative sample of U.S. youth. Binary logistic regression results indicated that females with ASD were significantly less likely to receive special education than their male peers; however, race and ethnicity were not significant predictors of school-based autism services. These results suggest that racial/ethnic disparities in educational support for ASD students may be improving, yet misunderstandings of the impact of gender on autism symptom presentation and school functioning persist.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"56 1","pages":"219 - 224"},"PeriodicalIF":2.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44580123","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 : 2022-05-02DOI: 10.1177/00224669221090231
Alyssa M. Blasko, Kristi L. Morin, K. Bauer, Kelsey M. Johnson, Grace B. Enriquez, Lindsey E. Hunsicker, Emily J. Tasik, Theodore E. Renz
Most disability research is conducted in high-income countries, despite much of the world’s population living in low- and middle-income countries. Given the flexible nature of qualitative research, studies using this methodology have the potential to provide important insights into how disability is perceived across the globe. The aim of the current study was to synthesize the results of disability research in Western Africa to elucidate prominent themes and identify methodological and participant characteristics. Secondary purposes were to evaluate the quality of included studies. A total of 223 studies were included in this meta-synthesis. Findings reveal a diversity of disability-related themes and a need to increase transparency in reporting qualitative research. Implications and suggestions for future research are discussed.
{"title":"A Meta-Synthesis of Disability Research in Western Africa","authors":"Alyssa M. Blasko, Kristi L. Morin, K. Bauer, Kelsey M. Johnson, Grace B. Enriquez, Lindsey E. Hunsicker, Emily J. Tasik, Theodore E. Renz","doi":"10.1177/00224669221090231","DOIUrl":"https://doi.org/10.1177/00224669221090231","url":null,"abstract":"Most disability research is conducted in high-income countries, despite much of the world’s population living in low- and middle-income countries. Given the flexible nature of qualitative research, studies using this methodology have the potential to provide important insights into how disability is perceived across the globe. The aim of the current study was to synthesize the results of disability research in Western Africa to elucidate prominent themes and identify methodological and participant characteristics. Secondary purposes were to evaluate the quality of included studies. A total of 223 studies were included in this meta-synthesis. Findings reveal a diversity of disability-related themes and a need to increase transparency in reporting qualitative research. Implications and suggestions for future research are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"56 1","pages":"208 - 218"},"PeriodicalIF":2.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43350262","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 : 2022-04-06DOI: 10.1177/00224669221085306
Christen Knowles, Sophia R. D’Agostino, Megan Kunze, Denise J. Uitto, Sarah N. Douglas
Due to a variety of factors, many paraeducators receive little to no opportunities to advance their professional skills. Asynchronous online learning opportunities offer a flexible way for districts to provide paraeducators opportunities to advance their knowledge, although little is known about what online resources are available, their features, or their overall quality. A review was conducted of 19 freely available online learning opportunities to evaluate features, alignment with federal legislation and professional standards, active engagement features, and usability. Results indicated that features and quality indicators varied across resources and half of the resources required active user engagement. Limitations, suggestions for future development, and future research directions are discussed with an emphasis on factors related to online delivery.
{"title":"A Systematic Review of Asynchronous Online Learning Opportunities for Paraeducators","authors":"Christen Knowles, Sophia R. D’Agostino, Megan Kunze, Denise J. Uitto, Sarah N. Douglas","doi":"10.1177/00224669221085306","DOIUrl":"https://doi.org/10.1177/00224669221085306","url":null,"abstract":"Due to a variety of factors, many paraeducators receive little to no opportunities to advance their professional skills. Asynchronous online learning opportunities offer a flexible way for districts to provide paraeducators opportunities to advance their knowledge, although little is known about what online resources are available, their features, or their overall quality. A review was conducted of 19 freely available online learning opportunities to evaluate features, alignment with federal legislation and professional standards, active engagement features, and usability. Results indicated that features and quality indicators varied across resources and half of the resources required active user engagement. Limitations, suggestions for future development, and future research directions are discussed with an emphasis on factors related to online delivery.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"56 1","pages":"168 - 178"},"PeriodicalIF":2.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44149609","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 : 2022-04-06DOI: 10.1177/00224669221083341
S. Intepe-Tingir, Kelly Whalon
Research suggests that reading for understanding, especially narrative text, is difficult for children with autism spectrum disorder (ASD); yet research on how to effectively teach skills associated with reading comprehension is limited and has generally deemphasized vocabulary interventions. This single case research design study (i.e., a multiple probe across behaviors design) examined the effectiveness of teaching emotion vocabulary words to children with ASD ages 6 to 7 years. Vocabulary knowledge was taught explicitly during the repeated reading of storybooks illustrating the target emotion words. Results showed all participants increased their ability to label and define the target emotion words. Moreover, the classroom teacher indicated the intervention improved participant understanding of emotion words. Implications and future research are discussed.
{"title":"Teaching Emotion Vocabulary to Children With Autism Spectrum Disorder","authors":"S. Intepe-Tingir, Kelly Whalon","doi":"10.1177/00224669221083341","DOIUrl":"https://doi.org/10.1177/00224669221083341","url":null,"abstract":"Research suggests that reading for understanding, especially narrative text, is difficult for children with autism spectrum disorder (ASD); yet research on how to effectively teach skills associated with reading comprehension is limited and has generally deemphasized vocabulary interventions. This single case research design study (i.e., a multiple probe across behaviors design) examined the effectiveness of teaching emotion vocabulary words to children with ASD ages 6 to 7 years. Vocabulary knowledge was taught explicitly during the repeated reading of storybooks illustrating the target emotion words. Results showed all participants increased their ability to label and define the target emotion words. Moreover, the classroom teacher indicated the intervention improved participant understanding of emotion words. Implications and future research are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"56 1","pages":"193 - 207"},"PeriodicalIF":2.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43272145","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.143
Hyunjeong Han
{"title":"Rethinking the Disability Terms and Definitions in Korean Special Education Law","authors":"Hyunjeong Han","doi":"10.31863/jse.2022.02.38.1.143","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.143","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"22 1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89067098","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.207
Ae-hwa Kim, Jiun Baek
{"title":"Effect of the Balance Model to Teaching Linear Equation Solving on Linear Equation Solving Performance of Middle School Students with Math Learning Disabilities","authors":"Ae-hwa Kim, Jiun Baek","doi":"10.31863/jse.2022.02.38.1.207","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.207","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73104092","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.273
Hyesung Choi, Jin-young Park
{"title":"A Meta-analysis of Functional Communication Training on Challenging Behaviors of Students with Disabilities","authors":"Hyesung Choi, Jin-young Park","doi":"10.31863/jse.2022.02.38.1.273","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.273","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78304841","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.19
S. Park, S. Jeon
{"title":"The effect of online transfer support education for children with disabilities on parental efficacy and family empowerment as children enter general elementary school","authors":"S. Park, S. Jeon","doi":"10.31863/jse.2022.02.38.1.19","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.19","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"62 1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88679160","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：