Pub Date : 2024-11-06DOI: 10.1177/07419325241289534
Bonnie R. Kraemer, Lindsay F. Rentschler, Brianne Tomaszewski, Nancy McIntyre, Leann Dawalt, Kara A. Hume
The present study examined the employment landscape for 129 autistic young adults. Data were collected over multiple waves including high school and early adulthood. Parents participated in interviews and responded to questions regarding young adult employment outcomes, on-the-job supports, job match, and overall job satisfaction. The predictive relationship between in-school variables and employment outcomes was examined. Findings indicate over 50% of the sample had at least one job working independently in the community for pay. Parents reported the need for both formal and informal support to both obtain and sustain employment. Over half of the parents reported that the young adult’s job was aligned with their interests/strengths and that the young adult was satisfied. Predictive analyses indicated a relationship between work-based learning experiences in high school and general education involvement during high school and later paid employment in adulthood. Future research, limitations, and implications for practice are discussed.
{"title":"Life After High School: The Employment Experiences of Autistic Young Adults","authors":"Bonnie R. Kraemer, Lindsay F. Rentschler, Brianne Tomaszewski, Nancy McIntyre, Leann Dawalt, Kara A. Hume","doi":"10.1177/07419325241289534","DOIUrl":"https://doi.org/10.1177/07419325241289534","url":null,"abstract":"The present study examined the employment landscape for 129 autistic young adults. Data were collected over multiple waves including high school and early adulthood. Parents participated in interviews and responded to questions regarding young adult employment outcomes, on-the-job supports, job match, and overall job satisfaction. The predictive relationship between in-school variables and employment outcomes was examined. Findings indicate over 50% of the sample had at least one job working independently in the community for pay. Parents reported the need for both formal and informal support to both obtain and sustain employment. Over half of the parents reported that the young adult’s job was aligned with their interests/strengths and that the young adult was satisfied. Predictive analyses indicated a relationship between work-based learning experiences in high school and general education involvement during high school and later paid employment in adulthood. Future research, limitations, and implications for practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"94 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-30DOI: 10.1177/07419325241287935
Derek B. Rodgers, Seth A. King
The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse suggested studies with such “empty training phases” do not meet minimum standards of evidence. However, evidence regarding the effect of empty training phases on results is limited. This study used a subset of single-case design data from a recent meta-analysis to simulate studies with empty training phases. We calculated design-comparable effect sizes, evaluated differences between simulated and unsimulated data, and conducted random effects meta-analyses. Effects of simulated studies with artificially designed empty training phases were nearly four times as large as effects of the original, unaltered data. Guidance for intervention researchers follows a description of findings.
What Works Clearinghouse 质量标准为能够支持循证实践的研究提供了指导。为了适应新的评估方法，如设计可比较的效果大小，对有关单一案例设计的标准进行了广泛的修订。这些设计往往忽略了儿童和其他参与者接受培训的数据。最近，"有效信息交流中心"（What Works Clearinghouse）建议，带有这种 "空洞的培训阶段 "的研究不符合最低证据标准。然而，有关空培训阶段对结果影响的证据非常有限。本研究使用了最近一项荟萃分析中的单例设计数据子集来模拟空洞训练阶段的研究。我们计算了设计可比效应大小，评估了模拟数据与非模拟数据之间的差异，并进行了随机效应荟萃分析。人为设计空洞训练阶段的模拟研究的效果是原始、未改动数据效果的近四倍。在对研究结果进行描述之后，还为干预研究人员提供了指导。
{"title":"Implications of What Works Clearinghouse Guidelines on Single-Case Design: An Investigation of Empty Training Phases","authors":"Derek B. Rodgers, Seth A. King","doi":"10.1177/07419325241287935","DOIUrl":"https://doi.org/10.1177/07419325241287935","url":null,"abstract":"The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse suggested studies with such “empty training phases” do not meet minimum standards of evidence. However, evidence regarding the effect of empty training phases on results is limited. This study used a subset of single-case design data from a recent meta-analysis to simulate studies with empty training phases. We calculated design-comparable effect sizes, evaluated differences between simulated and unsimulated data, and conducted random effects meta-analyses. Effects of simulated studies with artificially designed empty training phases were nearly four times as large as effects of the original, unaltered data. Guidance for intervention researchers follows a description of findings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 10.1177/07419325241274574
Ai Leen Choo, Caleb J. King, Brian Barger
The odds of grade retention for children with speech or language disorders were assessed using data from the National Survey of Children’s Health (NSCH), a nationally representative and cross-sectional survey of U.S. children from 2016 to 2021. Various demographic, social, and education variables were also examined to confirm prior findings with a large national cohort. Results indicate higher odds of retention for children who were identified with speech and language disorders, from marginalized racial and ethnic groups, boys, from lower socioeconomic households, and in special education. Bilingual children had lower odds of retention. Teachers and speech-language pathologists need to recognize that the odds of grade retention and related outcomes, such as not completing high school, could be compounded for children with speech and language disorders.
{"title":"Grade Retention: The Role of Speech and Language Disorders, Race and Ethnicity, Sex, Socioeconomic Status, Special Education, and Bilingualism","authors":"Ai Leen Choo, Caleb J. King, Brian Barger","doi":"10.1177/07419325241274574","DOIUrl":"https://doi.org/10.1177/07419325241274574","url":null,"abstract":"The odds of grade retention for children with speech or language disorders were assessed using data from the National Survey of Children’s Health (NSCH), a nationally representative and cross-sectional survey of U.S. children from 2016 to 2021. Various demographic, social, and education variables were also examined to confirm prior findings with a large national cohort. Results indicate higher odds of retention for children who were identified with speech and language disorders, from marginalized racial and ethnic groups, boys, from lower socioeconomic households, and in special education. Bilingual children had lower odds of retention. Teachers and speech-language pathologists need to recognize that the odds of grade retention and related outcomes, such as not completing high school, could be compounded for children with speech and language disorders.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"108 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-17DOI: 10.1177/07419325241277884
Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz
Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.
{"title":"Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement","authors":"Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz","doi":"10.1177/07419325241277884","DOIUrl":"https://doi.org/10.1177/07419325241277884","url":null,"abstract":"Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"471 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/07419325241277094
Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer
The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated in a large intervention study. We gathered data from autistic young adults and their parents on social and leisure activity participation, satisfaction, and barriers. We examined data descriptively and looked at differences between sub-groups and changes over time. Results suggest that most autistic young adults are engaged in social activities. There are some differences based on high school programming but no significant differences across gender sub-groups. Research and practice implications are discussed.
{"title":"Participation in Social and Leisure Activities After High School for Autistic Young Adults","authors":"Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer","doi":"10.1177/07419325241277094","DOIUrl":"https://doi.org/10.1177/07419325241277094","url":null,"abstract":"The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated in a large intervention study. We gathered data from autistic young adults and their parents on social and leisure activity participation, satisfaction, and barriers. We examined data descriptively and looked at differences between sub-groups and changes over time. Results suggest that most autistic young adults are engaged in social activities. There are some differences based on high school programming but no significant differences across gender sub-groups. Research and practice implications are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"4 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/07419325241271377
Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer
Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin, and California) are described. Participants who exited high school or were enrolled in a district transition program responded to short-answer items on a Young Adult Questionnaire and Interview ( n = 148) and completed the Adolescent and Young Adult Activity Card Sort (Berg, 2015; n = 150) to address research questions about their current interests, future plans, and perceived barriers to fulfilling future plans using descriptive statistics and coding of interview responses. The young adults report current engagement in leisure activities, and 79% seek a job change and the opportunity to date and engage in a long-term relationship.
{"title":"Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives","authors":"Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer","doi":"10.1177/07419325241271377","DOIUrl":"https://doi.org/10.1177/07419325241271377","url":null,"abstract":"Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin, and California) are described. Participants who exited high school or were enrolled in a district transition program responded to short-answer items on a Young Adult Questionnaire and Interview ( n = 148) and completed the Adolescent and Young Adult Activity Card Sort (Berg, 2015; n = 150) to address research questions about their current interests, future plans, and perceived barriers to fulfilling future plans using descriptive statistics and coding of interview responses. The young adults report current engagement in leisure activities, and 79% seek a job change and the opportunity to date and engage in a long-term relationship.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"103 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142166088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-30DOI: 10.1177/07419325241268582
Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs
Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore the differential impact of teaching behaviors across classroom settings, so-called contingency effects. Therefore, this scoping review provides a comprehensive overview of the literature on effective teaching focused on improving reading comprehension outcomes for students with special educational needs (SEN). The primary objective is to identify both general and contingency effects, looking specifically at differences in effective teaching between inclusive, intermediate, and special education settings. Teaching behaviors were categorized according to three dimensions of the Great Teaching Toolkit: creating a supportive environment (CSE), maximizing opportunities to learn (MOL), and activating hard thinking (AHT). In total, 20 studies that met the inclusion criteria were reviewed. Most of these studies examined the effect of multiple teaching behaviors on reading comprehension outcomes of students with learning disabilities ( n = 13) in intermediate settings ( n = 10). Overall, many positive effects were found for teaching behaviors classified within the AHT dimension. However, investigating the effectiveness of CSE and MOL, a more nuanced and mixed picture was identified with some studies indicating nonsignificant effects on reading comprehension. Contingency effects were observed for the AHT dimension, favoring intermediate settings.
{"title":"Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review","authors":"Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs","doi":"10.1177/07419325241268582","DOIUrl":"https://doi.org/10.1177/07419325241268582","url":null,"abstract":"Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore the differential impact of teaching behaviors across classroom settings, so-called contingency effects. Therefore, this scoping review provides a comprehensive overview of the literature on effective teaching focused on improving reading comprehension outcomes for students with special educational needs (SEN). The primary objective is to identify both general and contingency effects, looking specifically at differences in effective teaching between inclusive, intermediate, and special education settings. Teaching behaviors were categorized according to three dimensions of the Great Teaching Toolkit: creating a supportive environment (CSE), maximizing opportunities to learn (MOL), and activating hard thinking (AHT). In total, 20 studies that met the inclusion criteria were reviewed. Most of these studies examined the effect of multiple teaching behaviors on reading comprehension outcomes of students with learning disabilities ( n = 13) in intermediate settings ( n = 10). Overall, many positive effects were found for teaching behaviors classified within the AHT dimension. However, investigating the effectiveness of CSE and MOL, a more nuanced and mixed picture was identified with some studies indicating nonsignificant effects on reading comprehension. Contingency effects were observed for the AHT dimension, favoring intermediate settings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/07419325241268747
Lindsey Kaler, Jessica Markham, Nathan D. Jones
In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.
{"title":"Service Delivery Models and Outcomes for Students With Disabilities","authors":"Lindsey Kaler, Jessica Markham, Nathan D. Jones","doi":"10.1177/07419325241268747","DOIUrl":"https://doi.org/10.1177/07419325241268747","url":null,"abstract":"In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"51 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-27DOI: 10.1177/07419325241270044
Tuan D. Nguyen, Elizabeth Bettini, Allison F. Gilmour, Christopher Redding
U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined how the supply of new SETs changed over time in relation to the characteristics of teacher preparation programs. We find decreasing supply of new SETs nationally, primarily driven by reduced supply of new SETs from small colleges. Results suggest the current SET shortage may be connected, in previously undocumented ways, to the broader decline of small- and mid-sized colleges. Finally, findings indicate the nation may be far more dependent on for-profit institutions for supplying new SETs, which has implications for the production of SETs by alternative certification and traditional teacher preparation programs.
长期以来，美国学校一直面临着特殊教育教师（SET）短缺的问题，这对美国确保为符合特殊教育服务资格的学生提供合格的特殊教育教师的能力提出了挑战。解决特殊教育教师短缺问题需要预备课程提供足够数量的新特殊教育教师以满足需求，但先前的研究对新特殊教育教师的供应趋势几乎没有提供深入的见解。因此，我们研究了随着时间的推移，新的特殊教育教师的供应是如何随着教师培养项目的特点而变化的。我们发现，在全国范围内，新 SET 的供应量在不断减少，主要原因是来自小型学院的新 SET 供应量减少。研究结果表明，当前的 SET 短缺可能与中小型学院的广泛衰落有关，而这种衰落是以前未曾记录在案的。最后，研究结果表明，全国可能更依赖于营利性机构来提供新的教师专业技术人员，这对通过替代认证和传统教师准备课程来培养教师专业技术人员产生了影响。
{"title":"Examining the Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status","authors":"Tuan D. Nguyen, Elizabeth Bettini, Allison F. Gilmour, Christopher Redding","doi":"10.1177/07419325241270044","DOIUrl":"https://doi.org/10.1177/07419325241270044","url":null,"abstract":"U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined how the supply of new SETs changed over time in relation to the characteristics of teacher preparation programs. We find decreasing supply of new SETs nationally, primarily driven by reduced supply of new SETs from small colleges. Results suggest the current SET shortage may be connected, in previously undocumented ways, to the broader decline of small- and mid-sized colleges. Finally, findings indicate the nation may be far more dependent on for-profit institutions for supplying new SETs, which has implications for the production of SETs by alternative certification and traditional teacher preparation programs.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-27DOI: 10.1177/07419325241268563
Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff
There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators’ interviews about RTI implementation. We observed that better ratings of administrators’ articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research.
{"title":"Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support","authors":"Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff","doi":"10.1177/07419325241268563","DOIUrl":"https://doi.org/10.1177/07419325241268563","url":null,"abstract":"There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators’ interviews about RTI implementation. We observed that better ratings of administrators’ articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"50 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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：