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Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics 向数学学习有困难的五年级学生教授有理数概念
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-28 DOI: 10.1177/07419325231217315
Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck
This study’s purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in fifth grade participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, number lines, base 10 blocks, and coins. Students learned about unit fractions, fraction magnitude, fraction equivalence, addition of fractions with unlike denominators, equivalent decimals, and notation of fractions as decimals. The researchers used a multiple probe across behaviors design and demonstrated a functional relation between CRA-I and three behaviors: decreased fraction estimation error, accuracy in adding fractions with unlike denominators, and accuracy writing fractions as decimals.
本研究旨在考察具体-表象-抽象综合(CRA-I)序列对有理数概念学习有困难的学生的影响。三名五年级学生参与了研究。CRA-I 干预以显性教学原则为基础,使用分数积木、数线、10 基数积木和硬币展示了与分数和小数有关的有理数概念。学生们学习了单位分数、分数大小、分数等价、分母不相同的分数加法、等价小数以及分数记作小数。研究人员采用了跨行为的多重探究设计,并证明了 CRA-I 与三种行为之间的功能关系:分数估计错误的减少、分母不相同的分数加法的准确性以及将分数写成小数的准确性。
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引用次数: 0
An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School 针对初中阶段有严重阅读困难的初学双语学生的广泛阅读干预措施
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-28 DOI: 10.1177/07419325231213876
Philip Capin, Jeremy Miciak, Bethany H. Bhat, Greg Roberts, Paul K. Steinle, Jack Fletcher, Sharon Vaughn
This study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however, there were no significant differences between groups on standardized measures of reading comprehension. Initial English vocabulary knowledge moderated reading comprehension scores at the beginning of the second year of intervention, indicating that students’ response to instruction varied as a function of their initial English language proficiency. The discussion focuses on interpreting these findings with an emphasis on improving the effectiveness of interventions for secondary grade emergent bilinguals with significant reading difficulties.
本研究在一项多地点随机对照试验中,评估了针对六年级和七年级有严重阅读困难的新兴双语学生的阅读干预措施的效果。初学双语的学生被随机分配到研究人员提供的干预措施(n = 171)或一切照旧的对比条件(n = 169)中。对单词阅读的测量结果表明,在第一年之后,治疗组与对照组之间存在显著差异;但是,在阅读理解的标准化测量中,两组之间没有显著差异。最初的英语词汇知识调节了第二年干预初期的阅读理解得分,表明学生对教学的反应因其最初的英语水平而异。讨论的重点是解释这些发现,重点是提高对有严重阅读困难的中年级新兴双语学生的干预效果。
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引用次数: 0
Examining the Cost-Effectiveness of Intensive Interventions: Implementation Costs From the Teacher and Student Perspective 审查强化干预措施的成本效益:从教师和学生的角度看实施成本
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-07 DOI: 10.1177/07419325231213875
G. Scheibel, Tyler A. Hicks, Kathleen N. Zimmerman, Jesse R. Pace
Intensive interventions are time- and resource-demanding interventions designed to be implemented with a single student with unique learning needs. Economic evaluation provides a methodology for evaluating the time and material resource costs of implementing these interventions to provide detailed feasibility information for educators considering the implementation of these interventions. This study presents a cost analysis of the time and materials required to implement an intensive intervention, I-Connect, and compares those costs to the reported effects, from the perspective of the intervention agent and recipient (i.e., teacher and student) using time as the primary cost metric. The results suggest the total time cost of implementing I-Connect falls within the time teachers and students are likely to have available. Furthermore, teachers will likely find I-Connect to be a cost-effective option for generating a 50% increase in on-task behavior if they have an initial 40 min of available time to become familiar with the intervention procedures, prepare the intervention, train the student to engage in self-monitoring, and initiate a 10-min session of I-Connect. Limitations and future research directions for the economic evaluation of intensive interventions are discussed.
强化干预是需要时间和资源的干预措施,旨在针对具有独特学习需求的单个学生实施。经济评估为评估实施这些干预措施的时间和物质资源成本提供了一种方法,为考虑实施这些干预措施的教育工作者提供了详细的可行性信息。本研究对实施强化干预所需的时间和材料进行了成本分析,并从干预机构和接受者(即教师和学生)的角度将这些成本与报告的效果进行了比较,并将时间作为主要成本指标。结果表明,实施I-Connect的总时间成本落在教师和学生可能拥有的时间之内。此外,如果教师有40分钟的时间来熟悉干预程序,准备干预,训练学生进行自我监控,并开始10分钟的I-Connect会话,他们可能会发现I-Connect是一种经济有效的选择,可以使任务行为增加50%。讨论了强化干预经济评价的局限性和未来的研究方向。
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引用次数: 0
Parent-Implemented Reading Intervention for Children With Intellectual and Developmental Disability 针对智力和发育障碍儿童的家长阅读干预措施
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-11-21 DOI: 10.1177/07419325231211333
Jodi K. Heidlage, Christopher J. Lemons, Lakshmi Balasubramanian, Linda Dunnavant
Children with intellectual and developmental disabilities (IDDs) require intensive multicomponent interventions to learn to read. Parent-implemented interventions have been shown to be effective for children with disabilities and are one potential method for providing intervention. This study used a multiple probe single case design to evaluate the effectiveness of an early multicomponent reading intervention implemented by parents in the home. This study was designed as a conceptual replication of Lemons et al. in response to concerns with the overall quality of instruction during schooling at home during the COVID-19 pandemic. Three parents of children with IDD (ages 4–7 years) participated in this study. Results indicated that with systematic training, coaching, and feedback, parents were able to positively impact their child’s reading abilities and implement the intervention with fidelity.
智力和发育障碍儿童(IDDs)需要密集的多成分干预来学习阅读。家长实施的干预措施已被证明对残疾儿童有效,是提供干预的一种潜在方法。本研究采用多探针单病例设计,以评估由家长在家中实施的早期多成分阅读干预的有效性。本研究的设计是对 Lemons 等人研究的概念性复制,以回应对 COVID-19 大流行期间家庭教育的整体教学质量的担忧。三位智障儿童(4-7 岁)的家长参与了这项研究。结果表明,通过系统的培训、指导和反馈,家长能够对孩子的阅读能力产生积极影响,并忠实地实施干预措施。
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引用次数: 0
Teaching Multiplicative Thinking With Virtual Representations to Children With Mathematics Difficulty 用虚拟表示法教授数学困难儿童的乘法思维
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-30 DOI: 10.1177/07419325231206483
Rajiv Satsangi, Stephanie D. Sigmon
Whole number computations are a critical skill that serves as a foundation upon which higher-order concepts in mathematics are taught to children. To facilitate their instruction, educators often use multiple representations to support a child’s cognition. Representations with physical manipulatives are widely studied through a graduated instructional sequence featuring concrete, representational, and abstract stages of learning. In contrast, research on representational sequences featuring virtual manipulatives is less robust. Thus, this study evaluated an instructional strategy with virtual manipulatives, static representational drawings, and abstract algorithms to teach multiplication to three elementary students with mathematics difficulty. A functional relation was established via a single-subject multiple probe design between the treatment and students’ accuracy performance. Baseline-corrected Tau estimates confirmed a medium effect size for all three students, while student performance on measures assessing the number of errors committed and the duration of sessions also returned favorable findings.
整数计算是一项重要的技能,是向儿童教授高阶数学概念的基础。为了方便他们的教学,教育工作者经常使用多种表征来支持儿童的认知。通过具体、表征和抽象学习阶段的分级教学序列,对物理操作的表征进行了广泛的研究。相比之下,对具有虚拟操纵的表征序列的研究鲁棒性较差。因此,本研究以虚拟教具、静态图示及抽象演算法为教学策略,对三名有数学困难的小学生进行乘法教学。通过单主题多探针设计,在治疗与学生的准确性表现之间建立了函数关系。基线校正的Tau估计证实了所有三名学生的中等效应大小,而学生在评估错误数量和课程持续时间的措施上的表现也得到了有利的结果。
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引用次数: 0
A Summary of Relevant Demographic Characteristics of Multiple-Baseline Designs Targeting Academic Skills 以学术技能为目标的多重基线设计的相关人口学特征总结
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-17 DOI: 10.1177/07419325231203343
Ethan R. Van Norman, David A. Klingbeil, Jaclin Boorse, Adelle K. Sturgell
Educators are required to use evidence-based practices to support student development of academic skills. Results from single-case experimental designs are well suited for this purpose and may be more flexible for applied use than group-based designs. However, educators also require information about which interventions work for whom and under what conditions. Although previous reviews of single-case experimental designs exist, most focused on design characteristics related to internal validity. The purpose of this study was to determine the participant characteristics within multiple-baseline and multiple-probe across participant designs targeting academic skills. Representation of various demographic subgroups differ between studies targeting different academic skill areas (mathematics, reading, and writing). However, reporting was often inconsistent, with a substantial proportion of records omitting information about participants’ race/ethnicity, economic status, and English learner status. This finding was divergent from best practice recommendations. Implications for future research are discussed within the context of the study’s limitations.
教育工作者需要使用基于证据的实践来支持学生学术技能的发展。单例实验设计的结果非常适合这一目的,并且可能比基于组的设计更灵活。然而,教育工作者也需要了解哪些干预措施对谁有效以及在什么条件下有效。虽然以前对单例实验设计的评论存在,但大多数都集中在与内部效度相关的设计特征上。本研究的目的是在针对学术技能的多基线和多探针的参与者设计中确定参与者的特征。在针对不同学术技能领域(数学、阅读和写作)的研究中,各种人口统计亚组的代表性有所不同。然而,报告往往不一致,相当大比例的记录遗漏了参与者的种族/民族、经济状况和英语学习者状况。这一发现与最佳实践建议不同。在研究局限性的背景下讨论了对未来研究的影响。
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引用次数: 0
A Comparison of Special Education Students’ Triennial Norm-Referenced Academic Achievement Before and During COVID-19 新冠肺炎疫情前后特殊教育学生三年学业成绩比较
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-27 DOI: 10.1177/07419325231199272
Adam B. Lockwood, Nicholas Benson, Ryan L. Farmer, Kelsey Klatka, Kristen Lilly
Despite growing evidence for learning loss due to COVID-19, there is little research examining this phenomenon using norm-referenced tests (NRTs) or with special educations students. Using a repeated-measures design with 96 fourth- through 12th-grade students previously identified as eligible for special education services, the present study attempted to measure learning loss using W Difference scores gathered from triennial evaluations using the Woodcock–Johnson IV Tests of Achievement. Findings revealed that participants fell further behind proficiency expectations in the areas of decoding, spelling, and math calculation skills. Academic proficiency was found to differ markedly from normative expectations for typical same-age peers across tests, both prior to and during the COVID-19 pandemic. While academic proficiency was more like that of a clinical sample of students with learning disabilities, moderate to large differences in the sample means of most tests suggest that COVID-19 has had a negative impact on academic achievement.
尽管越来越多的证据表明,新冠肺炎导致了学习损失,但很少有研究通过规范参考测试(nrt)或特殊教育学生来检验这一现象。本研究采用重复测量设计,对96名四年级到12年级的学生进行了重复测量,这些学生以前被确定为有资格接受特殊教育服务,本研究试图使用从伍德科克-约翰逊四世成就测试的三年一次评估中收集的W差分数来测量学习损失。研究结果显示,参与者在解码、拼写和数学计算技能方面的熟练程度远远落后于预期。研究发现,在2019冠状病毒病大流行之前和期间,学生的学术能力与对典型同龄学生的规范期望存在显著差异。虽然学业熟练程度更像有学习障碍的学生的临床样本,但大多数测试的样本均值存在中等到较大差异,这表明COVID-19对学业成绩产生了负面影响。
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引用次数: 0
Corrigendum to “Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCS” “调查为严重智障学生而设的英语语言艺术课程与CCS的一致性”的勘误表
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-18 DOI: 10.1177/07419325231203122
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引用次数: 0
Examination of the Factor Structure and Measurement Invariance of the SRSS-IE sss - ie的因子结构及测量不变性检验
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-16 DOI: 10.1177/07419325231193147
Kathleen Lynne Lane, Wendy Peia Oakes, Mark Matthew Buckman, Nathan Allen Lane, Katie Scarlett Lane, Kandace Fleming, Rebecca E. Swinburne Romine, Rebecca L. Sherod, Chi-Ning Chang, Jamie Jones, Emily Dawn Cantwell, Meredith Crittenden
Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect students with appropriate supports, we present new findings of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and ethnicity, as well as time point (fall, winter, spring) within each school level (elementary, middle, high). The sample includes 124 schools from four U.S. geographic regions in their first year of implementing the SRSS-IE collected over a 10-year span. Using confirmatory factor analysis procedures accounting for the nesting of students within teachers’ classrooms, we confirmed a two-factor structure (internalizing and externalizing) and determined three items may be removed from the instrument while maintaining adequate model fit, pending replication with schools in later stages of screening implementation. All model comparisons between configural, metric, scalar, and strict models met invariance criteria within a time point. Longitudinal models also met these invariance criteria. We discuss educational implications, limitations, and directions for future research.
鉴于需要一种快速、系统的方法来识别具有内化和外化行为模式的学生,以将学生与适当的支持联系起来,我们提出了学生风险筛查量表-内化和外化(sss - ie)的新发现。在本文中,我们检查了(a) sss - ie的因素结构和(b)在每个学校水平(小学、初中、高中)中,测量不变性在性别、特殊教育状况、种族和民族以及时间点(秋季、冬季、春季)中的程度。样本包括来自美国四个地理区域的124所学校,这些学校在实施sss - ie的第一年收集了10年的数据。使用验证性因子分析程序,考虑学生在教师教室内的嵌套,我们确认了一个双因素结构(内化和外化),并确定了三个项目可以从工具中删除,同时保持足够的模型拟合,等待在筛选实施的后期阶段与学校复制。在一个时间点内,配置模型、度量模型、标量模型和严格模型之间的所有模型比较都满足不变性标准。纵向模型也满足这些不变性标准。我们讨论了教育意义、局限性和未来研究的方向。
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引用次数: 0
Using Data to Intensify Math Instruction: An Evaluation of the Instructional Hierarchy 利用数据加强数学教学:对教学层次的评价
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-08-31 DOI: 10.1177/07419325231194354
Robin S. Codding, A. Vanderheyden, Reina Chehayeb
This study extends prior research by manipulating both intervention and skill difficulty using a multiple baseline across participants design with changing phases in a virtual tutoring environment. Participants included four students from third and fifth grades for whom appropriate and challenging instructional targets were selected following diagnostic assessment using curriculum-based measurement. Instructional strategies were selected to align or misalign with those instructional targets. The multiple baseline design was used to determine the functional relationship between the instructional strategies (acquisition or fluency-building) with appropriate and challenging skills. Results suggested that indicated intervention strategies aligned with students’ skill proficiency resulted in improvements but that contraindicated intervention strategies that were misaligned with students’ skill proficiency did not. Furthermore, most students rated the contraindicated intervention strategies as less acceptable or reported higher levels of math anxiety.
本研究扩展了先前的研究,通过在虚拟辅导环境中使用不同阶段的多基线设计来操纵干预和技能难度。参与者包括四名来自三年级和五年级的学生,他们在使用基于课程的测量方法进行诊断评估后选择了适当的和具有挑战性的教学目标。教学策略的选择与这些教学目标一致或不一致。采用多基线设计来确定教学策略(习得或流利培养)与适当技能和挑战性技能之间的功能关系。结果表明,与学生技能熟练程度一致的指示干预策略导致了改善,而与学生技能熟练程度不一致的禁忌干预策略则没有改善。此外,大多数学生认为禁忌干预策略不太可接受,或者报告了更高水平的数学焦虑。
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引用次数: 0
期刊
Remedial and Special Education
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