Pub Date : 2025-02-03DOI: 10.1177/07419325251314119
Steven A. Maddox, Jenna A. Gersib, Anna-Maria Fall, Maria A. Longhi, William J. Therrien, Greg Roberts, Jason B. Phelps, Shadi Ghafghazi, Christian T. Doabler
A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after the implementation of a systematic, explicit second-grade science program (Scientific Explorers-2). Our results demonstrated that relative to comparison classrooms, Scientific Explorers-2 classrooms delivered significantly higher quality scientific investigations. The quality of science discourse and maintenance effects for both measures were not statistically significant, but favored treatment classrooms in each case. Implications for designing science programs that support the delivery of high-quality science instruction that meets the needs of all students, particularly students with or at risk of learning disabilities, are discussed.
{"title":"The Role of Instructional Design in the Delivery of Early Science Instruction","authors":"Steven A. Maddox, Jenna A. Gersib, Anna-Maria Fall, Maria A. Longhi, William J. Therrien, Greg Roberts, Jason B. Phelps, Shadi Ghafghazi, Christian T. Doabler","doi":"10.1177/07419325251314119","DOIUrl":"https://doi.org/10.1177/07419325251314119","url":null,"abstract":"A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after the implementation of a systematic, explicit second-grade science program (Scientific Explorers-2). Our results demonstrated that relative to comparison classrooms, Scientific Explorers-2 classrooms delivered significantly higher quality scientific investigations. The quality of science discourse and maintenance effects for both measures were not statistically significant, but favored treatment classrooms in each case. Implications for designing science programs that support the delivery of high-quality science instruction that meets the needs of all students, particularly students with or at risk of learning disabilities, are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"6 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143083693","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 : 2025-01-29DOI: 10.1177/07419325241313348
Kelly O. Byrd, R. Allan Allday, Rachel R. Henderson, Zachary Francis
The current study used a multiple probe design to determine the effects of an intervention package (asynchronous training plus emailed specific performance feedback) on the rate of opportunities to respond (OTR) of three preservice elementary teachers providing small group mathematics instruction. The study utilized Swivl to record and upload lessons, which were viewed and coded to determine the rate per minute of OTR. Results show a functional relation between the intervention package and increased rates of OTR across all participants. Calculations using Nonoverlap of All Pairs (NAP) and Log Response Ratio (LRRi) suggest strong effects on the rate of OTR. Social validity was determined by semi-structured interviews, during which participants noted the intervention package to be effective at changing their behavior and simple to implement. Limitations and future research directions are addressed.
{"title":"Using Asynchronous Training and Emailed Performance Feedback to Change a Teaching Behavior of Preservice Teachers","authors":"Kelly O. Byrd, R. Allan Allday, Rachel R. Henderson, Zachary Francis","doi":"10.1177/07419325241313348","DOIUrl":"https://doi.org/10.1177/07419325241313348","url":null,"abstract":"The current study used a multiple probe design to determine the effects of an intervention package (asynchronous training plus emailed specific performance feedback) on the rate of opportunities to respond (OTR) of three preservice elementary teachers providing small group mathematics instruction. The study utilized Swivl to record and upload lessons, which were viewed and coded to determine the rate per minute of OTR. Results show a functional relation between the intervention package and increased rates of OTR across all participants. Calculations using Nonoverlap of All Pairs (NAP) and Log Response Ratio (LRRi) suggest strong effects on the rate of OTR. Social validity was determined by semi-structured interviews, during which participants noted the intervention package to be effective at changing their behavior and simple to implement. Limitations and future research directions are addressed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056182","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 : 2025-01-29DOI: 10.1177/07419325241313336
Chelsea S. Wilson, Christopher H. Skinner, Chelsea Price, Addie Welch, Hannah Collins, Keri Keller, Merilee McCurdy
Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student’s elective college class. For each word, interventions included three stimulus-response–stimulus-response learning trials, which prompted students to read a brief phrase containing an unknown word. During the single-phrase intervention, for each unknown word, three learning trials including the same phrase were presented. During the multiphrase intervention, three different phrases per unknown word were presented. Three generalization phrases were developed for each word. Both interventions increased students’ accurate reading of words embedded in generalization phrases and the entire generalization phrases, with the multiphrase intervention resulting in more rapid learning. Discussion focuses on future research designed to evaluate and enhance the effectiveness of phrase-reading interventions on generalized reading performance in students with disability.
{"title":"Comparing Computer-Based Single-Phrase and Multiphrase Interventions on Generalized Reading in Postsecondary Students With Disability","authors":"Chelsea S. Wilson, Christopher H. Skinner, Chelsea Price, Addie Welch, Hannah Collins, Keri Keller, Merilee McCurdy","doi":"10.1177/07419325241313336","DOIUrl":"https://doi.org/10.1177/07419325241313336","url":null,"abstract":"Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student’s elective college class. For each word, interventions included three stimulus-response–stimulus-response learning trials, which prompted students to read a brief phrase containing an unknown word. During the single-phrase intervention, for each unknown word, three learning trials including the same phrase were presented. During the multiphrase intervention, three different phrases per unknown word were presented. Three generalization phrases were developed for each word. Both interventions increased students’ accurate reading of words embedded in generalization phrases and the entire generalization phrases, with the multiphrase intervention resulting in more rapid learning. Discussion focuses on future research designed to evaluate and enhance the effectiveness of phrase-reading interventions on generalized reading performance in students with disability.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056950","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 : 2025-01-23DOI: 10.1177/07419325241310499
Sharon Vaughn, Jeanne Wanzek, Leticia R. Martinez, Eleanor M. Hancock, Anna-Mari Fall, S. Blair Payne, Sally K. Fluhler
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the general education classroom. A total of 28 teachers and 893 students (58 students with disabilities) participated in the study, across 20 rural and urban middle schools. Effect sizes (ES) ranged from 0.21 to 0.36 on measures of content knowledge acquisition and reading comprehension for students with disabilities in the treatment classes.
{"title":"The Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities","authors":"Sharon Vaughn, Jeanne Wanzek, Leticia R. Martinez, Eleanor M. Hancock, Anna-Mari Fall, S. Blair Payne, Sally K. Fluhler","doi":"10.1177/07419325241310499","DOIUrl":"https://doi.org/10.1177/07419325241310499","url":null,"abstract":"This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the general education classroom. A total of 28 teachers and 893 students (58 students with disabilities) participated in the study, across 20 rural and urban middle schools. Effect sizes (ES) ranged from 0.21 to 0.36 on measures of content knowledge acquisition and reading comprehension for students with disabilities in the treatment classes.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026645","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 : 2025-01-23DOI: 10.1177/07419325241313342
Tom J. Clees, Elias Clinton
The present study evaluated the effectiveness of point-of-view video self-prompting (VSP), with narration, delivered via an iPad, in teaching four secondary students with high-incidence disabilities to solve algebraic equations requiring the use of the distributive property. Participants were taught to independently use an iPad to self-deliver video prompts of each of 30 steps required to solve the algebraic equations. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. Dependent measures included the percentage of steps correct and the percentage of problems correct on novel problems during baseline, pre-VSP session probes, and maintenance and generalization probes. Three of four participants’ data evidenced a functional relation between the VSP intervention and solving the targeted algebraic equations. Participants’ skills maintained to varying degrees. In addition, participants’ skills generalized to a similar but untaught equation type. Limitations and implications for future research and practice are discussed.
{"title":"Using Point-of-View Video Self-Prompting to Teach Algebra to Secondary Students With High-Incidence Disabilities","authors":"Tom J. Clees, Elias Clinton","doi":"10.1177/07419325241313342","DOIUrl":"https://doi.org/10.1177/07419325241313342","url":null,"abstract":"The present study evaluated the effectiveness of point-of-view video self-prompting (VSP), with narration, delivered via an iPad, in teaching four secondary students with high-incidence disabilities to solve algebraic equations requiring the use of the distributive property. Participants were taught to independently use an iPad to self-deliver video prompts of each of 30 steps required to solve the algebraic equations. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. Dependent measures included the percentage of steps correct and the percentage of problems correct on novel problems during baseline, pre-VSP session probes, and maintenance and generalization probes. Three of four participants’ data evidenced a functional relation between the VSP intervention and solving the targeted algebraic equations. Participants’ skills maintained to varying degrees. In addition, participants’ skills generalized to a similar but untaught equation type. Limitations and implications for future research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"15 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026646","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 : 2025-01-21DOI: 10.1177/07419325241310512
Elizabeth Bettini, Kathryn M. Meyer, Margaret O’Brien, Margaret Carroll, Hannah Morris Mathews
Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes. We found teachers experienced tensions regarding students’ belonging, their academic instructional roles, and their roles supporting students’ behavior. Tensions reflected ways schools were not oriented toward students’ strengths and support needs. Yet, teachers’ perspectives on tensions varied greatly. Grounded in humanizing perspectives on students, some teachers experienced tension with colleagues who resisted including students and honoring students’ support needs. Other teachers held deficit-based, legalistic views of students, which underlay their acceptance of (or even advocacy for) exclusion. Findings indicate the centrality of educators’ conceptions of disability for how they conceptualize and fulfill their roles in serving students with disabilities.
{"title":"Special Educators’ Experiences Navigating Tensions When Serving Students Labeled With Emotional/Behavioral Disorders","authors":"Elizabeth Bettini, Kathryn M. Meyer, Margaret O’Brien, Margaret Carroll, Hannah Morris Mathews","doi":"10.1177/07419325241310512","DOIUrl":"https://doi.org/10.1177/07419325241310512","url":null,"abstract":"Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes. We found teachers experienced tensions regarding students’ belonging, their academic instructional roles, and their roles supporting students’ behavior. Tensions reflected ways schools were not oriented toward students’ strengths and support needs. Yet, teachers’ perspectives on tensions varied greatly. Grounded in humanizing perspectives on students, some teachers experienced tension with colleagues who resisted including students and honoring students’ support needs. Other teachers held deficit-based, legalistic views of students, which underlay their acceptance of (or even advocacy for) exclusion. Findings indicate the centrality of educators’ conceptions of disability for how they conceptualize and fulfill their roles in serving students with disabilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"73 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142991992","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 : 2025-01-10DOI: 10.1177/07419325241304126
Jade Wexler, Alexandra Shelton, Elizabeth Swanson, S. Blair Payne, Robin Sayers, Tara Johnston, Erin K. Hogan, Kristabel Stark
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based literacy instructional practices across a Tier 1 school-wide literacy model. We also describe the theory of change that guided our work, a description of the accompanying professional development instructional leaders received, and the literacy practices that are linked to the Model for the purpose of this work. Second, we describe the challenges we encountered and decisions we made during the development process, solutions that addressed those challenges, and implications of those solutions.
{"title":"The Development of a Coaching Model: Challenges and Implications for Intervention Research","authors":"Jade Wexler, Alexandra Shelton, Elizabeth Swanson, S. Blair Payne, Robin Sayers, Tara Johnston, Erin K. Hogan, Kristabel Stark","doi":"10.1177/07419325241304126","DOIUrl":"https://doi.org/10.1177/07419325241304126","url":null,"abstract":"Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based literacy instructional practices across a Tier 1 school-wide literacy model. We also describe the theory of change that guided our work, a description of the accompanying professional development instructional leaders received, and the literacy practices that are linked to the Model for the purpose of this work. Second, we describe the challenges we encountered and decisions we made during the development process, solutions that addressed those challenges, and implications of those solutions.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142961405","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 : 2024-12-21DOI: 10.1177/07419325241305589
Naima Bhana-Lopez, Jordan M. Lukins, Mary Rose Sallese, Elyse Calhoun
Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander’s prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.
{"title":"“Comfortability Comes From Seeing People Like You in Positions of Power”: Experiences of Special Education Teachers of Color","authors":"Naima Bhana-Lopez, Jordan M. Lukins, Mary Rose Sallese, Elyse Calhoun","doi":"10.1177/07419325241305589","DOIUrl":"https://doi.org/10.1177/07419325241305589","url":null,"abstract":"Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander’s prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"22 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869935","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 : 2024-12-09DOI: 10.1177/07419325241302408
Wendy Cavendish, Kele Stewart, Nastasia Schreiner, Deborah Perez
High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed.
{"title":"Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care","authors":"Wendy Cavendish, Kele Stewart, Nastasia Schreiner, Deborah Perez","doi":"10.1177/07419325241302408","DOIUrl":"https://doi.org/10.1177/07419325241302408","url":null,"abstract":"High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"48 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796882","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 : 2024-11-22DOI: 10.1177/07419325241297341
Megan E. Golson, Jac’lyn Bera, Jiwon Kim, Shayna Williams, Maryellen Brunson McClain, Sarah E. Schwartz, Bryn Harris, Amanda L. Sullivan
For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study employed a multilevel modeling framework to evaluate the influence of student race, ethnicity, and gender on school psychologists’ ( N = 229) initial special education eligibility considerations and associated confidence. The model revealed a significant four-way interaction between student race/ethnicity, student gender, participant confidence, and eligibility categories on participant likelihood ratings. These results may provide insight into the causes of the nationally documented identification disparities in schools and inform practices to reduce them. School psychologists should regularly reflect on their decision-making and work to reduce the effects of their potential biases in special education identification.
{"title":"Racial and Gender Bias in School Psychologists’ Special Education Classification Considerations","authors":"Megan E. Golson, Jac’lyn Bera, Jiwon Kim, Shayna Williams, Maryellen Brunson McClain, Sarah E. Schwartz, Bryn Harris, Amanda L. Sullivan","doi":"10.1177/07419325241297341","DOIUrl":"https://doi.org/10.1177/07419325241297341","url":null,"abstract":"For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study employed a multilevel modeling framework to evaluate the influence of student race, ethnicity, and gender on school psychologists’ ( N = 229) initial special education eligibility considerations and associated confidence. The model revealed a significant four-way interaction between student race/ethnicity, student gender, participant confidence, and eligibility categories on participant likelihood ratings. These results may provide insight into the causes of the nationally documented identification disparities in schools and inform practices to reduce them. School psychologists should regularly reflect on their decision-making and work to reduce the effects of their potential biases in special education identification.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"46 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142690827","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}
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