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A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities 学习障碍学生整数计算干预的多水平荟萃分析
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-08-20 DOI: 10.1177/07419325221117293
S. A. Kim, D. Bryant, Brian R. Bryant, Mikyung Shin, M. Ok
The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two group-design and 13 single-case design studies) published between 1989 and 2021. Whole number computation interventions demonstrated a statistically significant and large effect on whole number computation outcomes ( g ¯ = 3.74). The type of mathematical operations, type of whole number computation measures, and the number of instructional components did not significantly affect the magnitude of the effect size estimate. However, the results showed slightly larger average effect sizes for the addition problem, the accuracy measure, and the additional number of instructional components by one. The limitations and implications for the practice of the meta-analysis are discussed, and future research directions are proposed.
采用多水平荟萃分析方法,对K至5年级有学习障碍的在校学生进行了整数计算干预的效果进行了检验。应用稳健方差估计的相关分层效应模型,我们检验了1989年至2021年间发表的15篇同行评审文章和学位论文(两组设计和13项单案例设计研究)的干预效果。整数值计算干预措施对整数值计算结果的影响具有统计学意义(g=3.74)。数学运算的类型、整数值计算措施的类型和教学组成部分的数量对效应大小估计的大小没有显著影响。然而,结果显示,加法问题、准确性测量和教学组件的附加数量的平均效果大小略大。讨论了荟萃分析的局限性和对实践的启示,并提出了未来的研究方向。
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引用次数: 2
Choice, Mobility, and Classification: Disaggregating the Charter School Special Education Gap 选择、流动和分类:特许学校特殊教育差距的分解
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-08-17 DOI: 10.1177/07419325221115421
Allison F. Gilmour, C. Shanks, Marcus A. Winters
Growing numbers of students are educated in charter schools, including students with disabilities (SWD). Prior research suggests that charter schools educate a smaller percentage of SWD than traditional public schools, leading to a special education gap between sectors. We used data from a large urban district to examine how choice, mobility, and special education classification influenced the special education gap with descriptive statistics, gap decomposition, and causal analyses relying on a randomized component of school assignment. The driver of the gap was parental choice, with parents of SWD less often choosing charter schools. Enrolling in a charter school had no effect on the probability that a student was newly identified for special education services, but increased the probability that a student was deidentified for special education services. We discuss potential mechanisms underlying these results, with attention to factors that shape parental choice, and future research needed to understand parental choices.
越来越多的学生在特许学校接受教育,其中包括残疾学生(SWD)。先前的研究表明,与传统公立学校相比,特许学校教育的社署人员比例较小,这导致了各部门之间的特殊教育差距。我们使用来自一个大城市地区的数据,通过描述性统计、差距分解和基于学校作业随机成分的因果分析,研究了选择、流动性和特殊教育分类如何影响特殊教育差距。造成这种差距的原因是家长的选择,社署的家长选择特许学校的次数较少。注册特许学校对学生新被认定接受特殊教育服务的可能性没有影响,但增加了学生被取消接受特殊教育的可能性。我们讨论了这些结果的潜在机制,关注影响父母选择的因素,以及了解父母选择所需的未来研究。
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引用次数: 0
Validation of a Measure of District Systems Implementation of Positive Behavioral Interventions and Supports 地区系统实施积极行为干预和支持措施的验证
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-08-09 DOI: 10.1177/07419325221114472
Angus Kittelman, Sterett H. Mercer, K. McIntosh, Kelsey R. Morris, Heather L. Hatton
District leadership teams perform key roles in building the systems to support schools in the implementation of Positive Behavioral Interventions and Supports (PBIS). However, there is a lack of measures for assessment and progress monitoring specific to district PBIS systems. To address this gap, we evaluated the validity of a measure of implementation of district PBIS systems, the District Systems Fidelity Inventory (DSFI). Using 183 school districts and 760 schools implementing PBIS, we found the DSFI to have good evidence of structural validity for measuring nine aspects of district systems (Leadership Teaming, Stakeholder Engagement, Funding and Alignment, Policy, Workforce Capacity, Training, Coaching, Evaluation, and Local Implementation Demonstrations). We also found DSFI subscales to be moderately related to school-level PBIS implementation fidelity, providing evidence of convergent validity. We describe how leadership teams can use the DSFI to improve PBIS implementation and student outcomes.
地区领导团队在建立支持学校实施积极行为干预和支持(PBIS)的系统方面发挥关键作用。然而,缺乏针对地区PBIS系统的评估和进度监测措施。为了解决这一差距,我们评估了地区PBIS系统实施措施的有效性,即地区系统保真度清单(DSFI)。通过使用183个学区和760所实施PBIS的学校,我们发现DSFI在衡量地区系统的九个方面(领导团队、利益相关者参与、资金和协调、政策、劳动力能力、培训、指导、评估和地方实施示范)方面具有良好的结构有效性证据。我们还发现DSFI子量表与学校层面PBIS实施保真度有中度相关,提供了收敛效度的证据。我们描述了领导团队如何使用DSFI来改善PBIS的实施和学生的成绩。
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引用次数: 0
Writing Interventions for Students With Intellectual and Developmental Disabilities: A Meta-Analysis 智力和发育障碍学生写作干预的Meta分析
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-08-05 DOI: 10.1177/07419325221108896
Derek B. Rodgers, S. Loveall
Students with intellectual and developmental disabilities (IDD) are likely to experience writing challenges that can negatively impact their overall academic, vocational, and social success. The goals of this study were to determine what writing interventions have been used with students with IDD, how their writing skills have been measured, the effects of those interventions, and study-level moderators via meta-analytic procedures. We identified 96 writing-related outcomes reported in 52 studies that included 424 students with IDD. A majority of studies used strategy instruction/self-regulated strategy development (SRSD), direct instruction, or response prompting to instruct writing skills, and the most common outcome measures were related to writing output, conventions, quality rubrics, elements, and spelling. Results indicated that writing interventions led to significant improvements in students’ writing skills. These effects were moderated by intervention type and study quality.
患有智力和发育障碍(IDD)的学生可能会遇到写作方面的挑战,这可能会对他们在学术、职业和社会上的整体成功产生负面影响。本研究的目的是通过荟萃分析程序确定对IDD学生使用了哪些写作干预措施,如何测量他们的写作技巧,这些干预措施的效果,以及研究水平的调节因素。我们确定了52项研究报告的96项与写作相关的结果,其中包括424名IDD学生。大多数研究使用策略指导/自我调节策略发展(SRSD)、直接指导或反应提示来指导写作技巧,最常见的结果测量与写作输出、惯例、质量规则、元素和拼写有关。结果表明,写作干预导致学生的写作技能显著提高。这些影响被干预类型和研究质量所缓和。
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引用次数: 1
A How-To Guide for Open-Science Practices in Special Education Research. 特殊教育研究中的开放科学实践操作指南》。
IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2022-08-01 Epub Date: 2021-05-31 DOI: 10.1177/07419325211019100
Bryan G Cook, Jesse I Fleming, Sara A Hart, Kathleen Lynne Lane, William J Therrien, Wilhelmina van Dijk, Sarah Emily Wilson

Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tailored to special education researchers to support their exploration and adoption of open science. In this paper, we described and provided guidelines and resources for applying five core open-science practices-preregistration, registered reports, data sharing, materials sharing, and open-access publishing-in special education research.

开放式科学改革旨在提高研究的可信度和可及性,有可能使特殊教育的研究基础以 及以该研究基础为依据的实践和政策受益。特殊教育研究人员对开放科学的认识正在不断提高。然而,该领域具有使用多种开放科学实践经验的研究人员相对较少,而且很少有专门针对特殊教育研究人员的实用指南或资源来支持他们探索和采用开放科学。在本文中,我们描述并提供了在特殊教育研究中应用五项核心开放科学实践--预先注册、注册报告、数据共享、材料共享和开放获取出版--的指南和资源。
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引用次数: 0
The Shifting Context of Special Education Teachers’ Work 特殊教育教师工作语境的变迁
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-07-26 DOI: 10.1177/07419325221113016
Allison F. Gilmour, Tuan D. Nguyen, Christopher Redding, Elizabeth F. Bettini
We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and supports for special educators have changed over time. We then used regression to investigate how these variables were associated with special educator attrition. This information is essential to ensure teacher education adequately prepares special educators for the contexts in which they work. We identified some changes in special educators’ work environment, including substantially increased use of team teaching. Our results indicated special educator attrition declined from 2000 to 2012, and this decline was primarily driven by reductions in movement between schools. Regression analysis provided little insight into the variables associated with this decline, suggesting a need for future research.
我们使用了16年来来自学校和人员配置调查、全国教师校长调查和教师后续调查的五波具有全国代表性的数据,来描述性地研究特殊教育工作者的角色、责任、准备和支持如何随着时间的推移而变化。然后,我们使用回归来研究这些变量与特殊教育工作者流失的关系。这些信息对于确保教师教育为特殊教育工作者的工作环境做好充分准备至关重要。我们发现特殊教育工作者的工作环境发生了一些变化,包括团队教学的使用大幅增加。我们的研究结果表明,从2000年到2012年,特殊教育工作者的流失率有所下降,而这种下降主要是由学校之间流动的减少推动的。回归分析几乎没有深入了解与这种下降相关的变量,这表明需要进行未来的研究。
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引用次数: 4
Factors Associated With Parent IEP Satisfaction 与家长IEP满意度相关的因素
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-07-22 DOI: 10.1177/07419325221111571
K. Sanderson, S. E. Goldman
While the challenges experienced by parents during Individualized Education Program (IEP) meetings have been well documented, limited research has examined parent satisfaction with the IEP document itself and which factors are associated with greater satisfaction. Using 1,183 responses from a national survey, we addressed the following research questions: (a) How satisfied are parents with their child’s current IEP? and (b) What characteristics of the parent, child, family–professional partnership, and IEP meeting predict greater parent satisfaction with their child’s IEP? Approximately 40% of parents reported some degree of dissatisfaction with their child’s IEP. Several child characteristics were associated with the most extreme levels of satisfaction. Results of a regression analysis indicated that, for this sample, parent, child, family–professional partnership, and IEP meeting characteristics significantly predicted parent satisfaction, with characteristics of the IEP meeting among the strongest predictors. Implications are discussed, including the need to replicate these findings with a more representative sample.
虽然家长在个性化教育计划(IEP)会议中遇到的挑战已经有了很好的记录,但有限的研究已经调查了家长对IEP文件本身的满意度以及哪些因素与更高的满意度相关。利用1183份来自全国调查的回复,我们解决了以下研究问题:(a)父母对他们孩子目前的IEP有多满意?(b)父母、孩子、家庭-专业伙伴关系和IEP会议的哪些特征预测父母对孩子的IEP更满意?大约40%的父母对孩子的IEP有不同程度的不满。儿童的一些特征与最极端的满意度水平有关。回归分析结果表明,在本样本中,父母、子女、家庭-专业伙伴关系和IEP会议特征显著预测父母满意度,其中IEP会议特征是最强的预测因子。讨论了影响,包括需要用更有代表性的样本复制这些发现。
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引用次数: 0
Adult Talk During Book Reading for Preschoolers With ASD: Links With Literacy Outcomes ASD学龄前儿童读书期间的成人谈话:与识字结果的联系
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-07-07 DOI: 10.1177/07419325221105514
Colin Gasamis, E. Sanders, Roxanne F. Hudson, Michelle Chiou
Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in what way. To address this gap, we reanalyzed data from a recently completed experiment comparing IBR with other early literacy instruction for preschoolers with ASD. Our results showed that frequency of tutors’ use of completion prompts used during IBR was uniquely predictive of better gains in phonological awareness. In addition, tutors’ frequency using open-ended prompts was associated with increased gains in print knowledge. Furthermore, both findings held true after controlling for language gains. Results have implications for the types of structure and support that adults might provide young children with ASD during IBR.
呼吁在儿童早期采取干预措施,使患有自闭症谱系障碍(ASD)的儿童能够获得包容性的学校经历。尽管关于互动阅读(IBR)对这一人群的有效性的文献正在发展,但目前尚不清楚IBR的哪些方面对这些孩子有益,以及以何种方式有益。为了解决这一差距,我们重新分析了最近完成的一项实验的数据,该实验将IBR与其他早期读写教学进行了比较。我们的研究结果表明,教师在IBR期间使用补全提示的频率是唯一预测语音意识更好增长的方法。此外,教师使用开放式提示的频率与印刷知识的增加有关。此外,在控制了语言增益后,这两项发现都成立。研究结果对成人在IBR期间可能为患有ASD的幼儿提供的结构和支持类型具有启示意义。
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引用次数: 0
Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy: A Randomized Controlled Trial 提高早期算术成绩低的一年级学生的算术技能:一项随机对照试验
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-07-04 DOI: 10.1177/07419325221102537
Anita López-Pedersen, Riikka Mononen, Pirjo Aunio, Ronny Scherer, M. Melby-Lervåg
Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children (Mage = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in small groups three times a week. Immediately after the initial 8-week intervention phase, moderate and positive effects were found on early numeracy (d = 0.19), word problem solving (d = 0.41), and approximate number sense (d = 0.35). However, only the effects on word problems were significant, and all effects disappeared after the children undertook a second 6-week intervention phase. Overall, results indicate that (a) early numeracy skills are malleable in low-performing children, but (b) frequent and long-term interventions are needed for the positive effects to last.
早期算术能力低下的儿童有面临数学学习困难的风险,但很少有试验研究如何改善这种情况。共有120名一年级儿童(Mage=6.4岁)被随机分配到干预或对照条件下。为期14周的干预针对早期算术技能,每周以小组形式进行三次。在最初的8周干预阶段后,发现对早期算术能力(d=0.19)、解决单词问题(d=0.41)和近似数字感觉(d=0.35)有中度和积极的影响。然而,只有对单词问题的影响是显著的,并且在儿童进行第二个6周干预阶段之后,所有影响都消失了。总体而言,研究结果表明:(a)表现不佳的儿童早期算术技能具有可塑性,但(b)需要频繁和长期的干预才能持续产生积极影响。
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引用次数: 1
Rational Number Interventions for Students With Mathematics Difficulties: A Meta-Analysis 有理数干预对数学困难学生的影响:一个元分析
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-06-29 DOI: 10.1177/07419325221105520
Megan Rojo, S. King, Jenna A. Gersib, D. Bryant
Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the overall effect size, and explore potential moderators. Forty-three studies were included and 150 effect sizes were meta-analyzed using robust variance estimation. The majority of studies focused on teaching fraction magnitude and arithmetic. An overall effect size of g = 1.02 [0.80, 1.25] was found for rational number interventions favoring treatment conditions over business as usual control. Proximal measures contributed to higher effect sizes than distal measures. Limitations included a high number of fraction interventions contributing to the overall effect size and a large amount of heterogeneity among study effect sizes.
理解有理数对中学数学成绩至关重要。然而,有数学困难(MD)的学生在有理数主题上挣扎,包括分数、小数和百分比。本系统回顾的目的是描述有理数干预的教学重点,确定总体效应大小,并探索潜在的调节因子。纳入了43项研究,使用稳健方差估计对150个效应量进行了meta分析。大多数研究集中在分数大小和算术教学上。有理数干预的总体效应值为g = 1.02[0.80, 1.25],治疗条件优于常规控制。近端测量比远端测量贡献了更高的效应量。局限性包括大量的分数干预对总体效应大小的影响,以及研究效应大小之间的大量异质性。
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引用次数: 5
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Remedial and Special Education
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