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Life After High School: The Employment Experiences of Autistic Young Adults 高中毕业后的生活:自闭症青少年的就业经历
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-11-06 DOI: 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.
本研究调查了 129 名患有自闭症的年轻人的就业情况。数据是在高中和成年早期等多个阶段收集的。家长参与了访谈,并回答了有关青壮年就业结果、在职支持、工作匹配度和总体工作满意度的问题。研究了校内变量与就业结果之间的预测关系。研究结果表明,50% 以上的抽样调查对象在社区至少有一份独立的有偿工作。家长们报告说,他们需要正规和非正规的支持来获得和维持就业。半数以上的家长表示,青少年的工作符合他们的兴趣/特长,而且青少年对工作感到满意。预测分析表明,高中阶段基于工作的学习经历和高中阶段参与的普通教育与成年后的有偿就业之间存在关系。本文讨论了未来的研究、局限性和对实践的影响。
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引用次数: 0
Implications of What Works Clearinghouse Guidelines on Single-Case Design: An Investigation of Empty Training Phases What Works Clearinghouse Guidelines 对单一案例设计的影响:空培训阶段调查
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-10-30 DOI: 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。
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引用次数: 0
Grade Retention: The Role of Speech and Language Disorders, Race and Ethnicity, Sex, Socioeconomic Status, Special Education, and Bilingualism 留级:言语和语言障碍、种族和民族、性别、社会经济地位、特殊教育和双语的作用
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-09-28 DOI: 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.
我们利用全国儿童健康调查(NSCH)的数据评估了患有言语或语言障碍的儿童留级的几率,该调查是 2016 年至 2021 年期间对美国儿童进行的一项具有全国代表性的横断面调查。此外,还对各种人口、社会和教育变量进行了研究,以便通过一个庞大的全国队列来证实之前的研究结果。结果表明,被确认患有言语和语言障碍的儿童、来自边缘化种族和民族群体的儿童、男孩、来自社会经济地位较低的家庭的儿童以及接受特殊教育的儿童的留校率较高。双语儿童的留校率较低。教师和言语病理学家需要认识到,对于有言语和语言障碍的儿童来说,留级和相关结果(如无法完成高中学业)的几率可能会更大。
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引用次数: 0
Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement 我有归属感吗?特殊教育、校内停学、归属感和参与之间的关系
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-09-17 DOI: 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.
与非残疾学生相比,接受特殊教育服务的学生受到排斥性纪律处分的比例过高。他们还报告说,他们在学校的联系和参与感较弱,这与排斥性纪律经历有关。利用高中纵向研究(2009 年)的数据,我们研究了特殊教育、校内停学、学校归属感和学校参与度之间的关系。与过去的研究一致,我们发现接受特殊教育服务的学生比接受普通教育的学生面临更高的校内停学风险。学校参与度较高的学生,无论是否接受特殊教育服务,校内停学的风险都较低。然而,对于接受特殊教育的学生来说,学校归属感越高,停学的风险越大,而对于非特殊教育学生来说,情况正好相反。要了解这种独特的关系及其对纪律和残疾/残障学生在校经历的影响,还需要更多的研究。
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引用次数: 0
Participation in Social and Leisure Activities After High School for Autistic Young Adults 自闭症青少年高中毕业后参与社交和休闲活动的情况
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-09-14 DOI: 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.
高中毕业带来了无数的变化,包括影响社会和社区参与的环境变化。以往的研究表明,与同龄人相比,这种转变会导致自闭症青少年在社交和沟通方面产生不同的结果。这项研究包括 170 名患有自闭症的青少年,他们在从参与过一项大型干预研究的美国高中毕业后参与了后续数据收集。我们从自闭症青少年及其父母那里收集了有关社交和休闲活动参与情况、满意度和障碍的数据。我们对数据进行了描述性研究,并考察了不同亚群体之间的差异以及随着时间推移发生的变化。结果表明,大多数自闭症青少年都参与了社交活动。高中阶段的课程安排存在一些差异,但不同性别的子群体之间没有明显差异。本文讨论了研究和实践的意义。
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引用次数: 0
Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives 从自闭症青少年的角度看他们对高中毕业后生活的兴趣、计划和希望
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-09-10 DOI: 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.
了解自闭症青少年的观点对于规划教育和服务体系至关重要,这些体系的重点是为高中毕业后的高质量生活做准备。本文介绍了参与自闭症学生中等教育中心(CSESA)多站点跟踪研究的自闭症青少年的观点和心声,该研究在三个州(北卡罗来纳州、威斯康星州和加利福尼亚州)进行。高中毕业或参加了地区过渡项目的参与者回答了 "青少年问卷和访谈"(148 人)中的简答题,并完成了 "青少年活动卡分类"(Berg,2015 年;150 人),通过描述性统计和对访谈回答的编码,回答了有关其当前兴趣、未来计划以及实现未来计划的感知障碍等研究问题。这些年轻人报告说,他们目前参与休闲活动,79%的人希望更换工作,并有机会约会和建立长期关系。
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引用次数: 0
Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review 在全纳、中级和特殊课堂环境中有效教授有特殊教育需求的学生阅读理解:范围审查
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-08-30 DOI: 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.
有效的教学对促进学生在各个领域的学习起着至关重要的作用,其中阅读理解是所有学习者不可或缺的技能,但对大多数学习者来说却很难掌握。最近的研究表明,教学效果受学生特点和课堂环境的影响,与具体情况有关。这些效果上的差异凸显了教学行为在不同课堂环境中的不同影响,即所谓的权变效应。因此,本范围综述全面概述了以提高有特殊教育需求(SEN)学生的阅读理解能力为重点的有效教学文献。其主要目的是确定一般效应和偶然效应,并特别关注全纳教育、中等教育和特殊教育环境中有效教学的差异。教学行为根据 "优秀教学工具包 "的三个维度进行分类:创造支持性环境(CSE)、最大化学习机会(MOL)和激活勤奋思维(AHT)。共审查了 20 项符合纳入标准的研究。这些研究大多考察了多种教学行为对中级环境下学习障碍学生阅读理解成果的影响(13 项)(10 项)。总体而言,在 "AHT "维度下的教学行为产生了许多积极的效果。然而,在调查 CSE 和 MOL 的有效性时,发现的情况更加细微且参差不齐,一些研究表明对阅读理解的影响并不显著。在 AHT 维度上观察到了倾向于中间环境的权变效应。
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引用次数: 0
Service Delivery Models and Outcomes for Students With Disabilities 为残疾学生提供的服务模式和成果
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-08-28 DOI: 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.
在这篇系统的文献综述中,我们研究了教育领域的大量实证研究,这些研究利用行政数据(即人口层面的数据)来描述和估算特殊设计教学的服务提供模式对被认定有特殊教育需求的学生的学习成果的影响。我们重点关注使用定量数据分析(描述性或因果性)来回答特殊教育服务提供模式与学生成绩之间关系问题的研究。我们分析了七项研究,每项研究都发现在普通教育课堂上花费更多时间与残疾学生(SWDs)的成绩之间存在正相关关系。在分析过程中,我们讨论了此类分析的能力和局限性,以及该领域扩大数据收集和人口层面数据分析的机会,从而更好地揭示特殊教育服务的现状,包括对残障学生的现状和纵向分析。
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引用次数: 0
Examining the Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status 研究新特殊教育人员的供应情况:机构特征和营利状况的差异
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-08-27 DOI: 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。
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引用次数: 0
Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support 在学校实施多层支持系统的背景下衡量小学生的阅读收获
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-08-27 DOI: 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.
关于一至五年级学生在学校实施的典型干预措施(RTI)下阅读能力的提高,研究有限,结果不一。作为一项大型研究的一部分,我们使用学校管理的、广泛使用的计算机自适应测试(学业进步测量)的筛选数据来描述一学年的阅读进步情况。我们观察到,一年级的增长速度相对快于高年级。我们发现,相对于残疾发生率低或高或有 504 计划的学生,未被鉴定为残疾的学生的增长速度更快。我们根据行政人员对 RTI 实施情况的访谈,探讨了接受分层干预的学生的进步情况。我们注意到,管理者对使用循证 RTI 的进展监测、基于数据的决策和第二层干预等内容的阐述的评分越高,接受第二层或第三层干预的学生的进步就越大。我们讨论了未来研究的意义、局限性和方向。
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引用次数: 0
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Remedial and Special Education
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