Pub Date : 2023-08-25DOI: 10.1177/07419325231190809
Courtenay A. Barrett, L. Johnson, Adrea J. Truckenmiller, A. Vanderheyden
Elementary schools administer reading screeners to identify students in need of remedial instruction. However, the administration of additional assessments comes with a cost. It is unclear the extent to which multiple types of reading screeners warrant the increase in resources that could be used for instruction. This study compared cost–accuracy ratios for three types of reading screeners in Grade 3: curriculum-based measurement (Acadience), computer adaptive assessment (Star), informal reading inventory (Fountas and Pinnell Benchmark Assessment System), and the cost–accuracy of using all three in conjunction. We used classification and regression tree analysis to identify local cut-scores and identify how measures could be combined to maximize classification accuracy. Results suggested that oral reading fluency score (Acadience) yielded the best cost–accuracy ratio, but the combination of Star and oral reading fluency identified important instructional groups. Cost tables provide additional insight to schools on critical decision points for choosing and implementing reading screeners.
{"title":"Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools","authors":"Courtenay A. Barrett, L. Johnson, Adrea J. Truckenmiller, A. Vanderheyden","doi":"10.1177/07419325231190809","DOIUrl":"https://doi.org/10.1177/07419325231190809","url":null,"abstract":"Elementary schools administer reading screeners to identify students in need of remedial instruction. However, the administration of additional assessments comes with a cost. It is unclear the extent to which multiple types of reading screeners warrant the increase in resources that could be used for instruction. This study compared cost–accuracy ratios for three types of reading screeners in Grade 3: curriculum-based measurement (Acadience), computer adaptive assessment (Star), informal reading inventory (Fountas and Pinnell Benchmark Assessment System), and the cost–accuracy of using all three in conjunction. We used classification and regression tree analysis to identify local cut-scores and identify how measures could be combined to maximize classification accuracy. Results suggested that oral reading fluency score (Acadience) yielded the best cost–accuracy ratio, but the combination of Star and oral reading fluency identified important instructional groups. Cost tables provide additional insight to schools on critical decision points for choosing and implementing reading screeners.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48029566","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 : 2023-08-23DOI: 10.1177/07419325231190812
Ethan R. Van Norman, David A. Klingbeil, Kirsten Truman, Peter M. Nelson, David C. Parker
The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word fluency [NWF]) and oral reading rate (curriculum-based measurement of reading [CBM-R]). Outcomes from students receiving Tier-2 supports in oral reading and decoding were analyzed to generate model parameters. Scores were simulated for NWF and CBM-R and decision rules were applied to schedules where one observation was collected per week. The trend-line rule was viable with NWF after 7 weeks and 9 to 10 weeks with CBM-R. Differences in base rates of non-proficiency between measures call into question the utility of NWF to capture student improvement in alphabetic principle as they encounter increasingly complex word types.
{"title":"A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency","authors":"Ethan R. Van Norman, David A. Klingbeil, Kirsten Truman, Peter M. Nelson, David C. Parker","doi":"10.1177/07419325231190812","DOIUrl":"https://doi.org/10.1177/07419325231190812","url":null,"abstract":"The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word fluency [NWF]) and oral reading rate (curriculum-based measurement of reading [CBM-R]). Outcomes from students receiving Tier-2 supports in oral reading and decoding were analyzed to generate model parameters. Scores were simulated for NWF and CBM-R and decision rules were applied to schedules where one observation was collected per week. The trend-line rule was viable with NWF after 7 weeks and 9 to 10 weeks with CBM-R. Differences in base rates of non-proficiency between measures call into question the utility of NWF to capture student improvement in alphabetic principle as they encounter increasingly complex word types.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41434485","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 : 2023-08-18DOI: 10.1177/07419325231190808
Lanqi Wang, Chengan Yuan, Shahad B Alsharif, Qingxing Zhang, Yang Du
Single-case comparative studies could help identify efficient instructional procedures for individuals with disabilities. However, previous literature reported inconsistent efficiency results if multiple comparisons were conducted, indicating that within-participant replication was uncommon. In this review, we examined single-case comparative studies with multiple within-participant comparisons and identified the arrangements that may be related to within-participant replication. We performed a multilevel mixed-effects logistic regression analysis to assess the association between different arrangements and consistent efficiency results between the comparisons. We found that some arrangements, such as random assignment of targets and a combination of random assignment and equating procedure, appear more predictive of within-participant replication.
{"title":"What Predicts Within-Participant Replication of Relative Efficiency in Single-Case Comparisons? A Logistic Regression Analysis","authors":"Lanqi Wang, Chengan Yuan, Shahad B Alsharif, Qingxing Zhang, Yang Du","doi":"10.1177/07419325231190808","DOIUrl":"https://doi.org/10.1177/07419325231190808","url":null,"abstract":"Single-case comparative studies could help identify efficient instructional procedures for individuals with disabilities. However, previous literature reported inconsistent efficiency results if multiple comparisons were conducted, indicating that within-participant replication was uncommon. In this review, we examined single-case comparative studies with multiple within-participant comparisons and identified the arrangements that may be related to within-participant replication. We performed a multilevel mixed-effects logistic regression analysis to assess the association between different arrangements and consistent efficiency results between the comparisons. We found that some arrangements, such as random assignment of targets and a combination of random assignment and equating procedure, appear more predictive of within-participant replication.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44252220","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 : 2023-08-15DOI: 10.1177/07419325231190805
S. Vaughn, Jeanne Wanzek
This paper provides an examination of the foundations, efficacy, and effectiveness of a set of practices associated with improved social studies and history learning and literacy outcomes for middle grade students, including students with varying learning needs (e.g., English learners, students with disabilities). This approach, Promoting Adolescents’ Comprehension of Text, has been the focus of multiple randomized controlled trials, including a large-scale effectiveness study. This paper has two foci: (a) to examine the evidence for the PACT intervention across settings, populations, and time and (b) to consider the design of these studies and the unit of randomization (i.e., within teacher or across school) to better understand why the typically expected differential effect sizes between efficacy and effectiveness studies were not evident.
{"title":"Promoting Adolescents’ Comprehension of Text: Efficacy and Effectiveness","authors":"S. Vaughn, Jeanne Wanzek","doi":"10.1177/07419325231190805","DOIUrl":"https://doi.org/10.1177/07419325231190805","url":null,"abstract":"This paper provides an examination of the foundations, efficacy, and effectiveness of a set of practices associated with improved social studies and history learning and literacy outcomes for middle grade students, including students with varying learning needs (e.g., English learners, students with disabilities). This approach, Promoting Adolescents’ Comprehension of Text, has been the focus of multiple randomized controlled trials, including a large-scale effectiveness study. This paper has two foci: (a) to examine the evidence for the PACT intervention across settings, populations, and time and (b) to consider the design of these studies and the unit of randomization (i.e., within teacher or across school) to better understand why the typically expected differential effect sizes between efficacy and effectiveness studies were not evident.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42247545","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 : 2023-07-03DOI: 10.1177/07419325231181385
Julie Taylor, W. Sailor
With this position paper, we advance the case for reformation of special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural ethos and mindset of stakeholders engaged in the mission of special education. We review evidence supporting the need for change, with a particular focus on the continuing practice of segregating students with complex educational support needs. We examine this practice’s contributions to ongoing racial segregation within special education, including intersectionality. We consider the inclusion movement and reasons for its failure to rectify problems with implementing the least restrictive environment mandate in current law. Furthermore, we discuss the importance of mindset and nomenclature as they pertain to students with support needs in considering reformation. Finally, we review relevant theories of systems change and their potential contributions to the process of reformation. We conclude with a suggestion that alternatives to the next reauthorization of the Individuals with Disabilities Education Act (IDEA) be considered in the public policy arena, including a possible conversion of policy and funding to a Title program as one option.
{"title":"A Case for Systems Change in Special Education","authors":"Julie Taylor, W. Sailor","doi":"10.1177/07419325231181385","DOIUrl":"https://doi.org/10.1177/07419325231181385","url":null,"abstract":"With this position paper, we advance the case for reformation of special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural ethos and mindset of stakeholders engaged in the mission of special education. We review evidence supporting the need for change, with a particular focus on the continuing practice of segregating students with complex educational support needs. We examine this practice’s contributions to ongoing racial segregation within special education, including intersectionality. We consider the inclusion movement and reasons for its failure to rectify problems with implementing the least restrictive environment mandate in current law. Furthermore, we discuss the importance of mindset and nomenclature as they pertain to students with support needs in considering reformation. Finally, we review relevant theories of systems change and their potential contributions to the process of reformation. We conclude with a suggestion that alternatives to the next reauthorization of the Individuals with Disabilities Education Act (IDEA) be considered in the public policy arena, including a possible conversion of policy and funding to a Title program as one option.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46129876","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 : 2023-06-15DOI: 10.1177/07419325231176762
Michelle M. Cumming, Rachel Oblath, Yuxi Qiu, S. Frazier, P. Zelazo, Helen Flores, Jeehyun Park
Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF.
{"title":"Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems","authors":"Michelle M. Cumming, Rachel Oblath, Yuxi Qiu, S. Frazier, P. Zelazo, Helen Flores, Jeehyun Park","doi":"10.1177/07419325231176762","DOIUrl":"https://doi.org/10.1177/07419325231176762","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42311563","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 : 2023-05-03DOI: 10.1177/07419325231164755
Lindsey N. Ogle, Lisa A. Ruble, Michael D. Toland, J. McGrew
Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an initial consultation during which intervention plans were developed. Findings suggest that teacher adherence and student goal-attainment outcomes depend on dosage, not type of coaching. Specifically, having two or four opportunities for performance feedback was significantly better than having none or only one opportunity. Ratings of teacher adherence and student goal attainment delivered via emailed feedback or face-to-face coaching were similar, which may have important implications for cost and efficiency. While preliminary, the results are promising and warrant further research. Implications are also discussed.
{"title":"Type and Dosage of Performance Feedback Following COMPASS Consultation on Teacher and Student Outcomes","authors":"Lindsey N. Ogle, Lisa A. Ruble, Michael D. Toland, J. McGrew","doi":"10.1177/07419325231164755","DOIUrl":"https://doi.org/10.1177/07419325231164755","url":null,"abstract":"Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an initial consultation during which intervention plans were developed. Findings suggest that teacher adherence and student goal-attainment outcomes depend on dosage, not type of coaching. Specifically, having two or four opportunities for performance feedback was significantly better than having none or only one opportunity. Ratings of teacher adherence and student goal attainment delivered via emailed feedback or face-to-face coaching were similar, which may have important implications for cost and efficiency. While preliminary, the results are promising and warrant further research. Implications are also discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42046291","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 : 2023-04-29DOI: 10.1177/07419325231164636
Lindsay Ruhter, Meagan Karvonen
There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on professional development (PD) on teachers’ use of DBDM for students with ESN. Eight studies were identified. The DBDM interventions primarily targeted teachers’ decision-making related to instruction in individualized curricular goals or academics in functional contexts and were driven by data on isolated skills and concrete decision rules. All but one study documented some improvement in teacher or student outcomes after DBDM PD. Suggestions for future research, limitations of this review, and implications for practice including student progress in the general education curriculum are discussed.
{"title":"The Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs","authors":"Lindsay Ruhter, Meagan Karvonen","doi":"10.1177/07419325231164636","DOIUrl":"https://doi.org/10.1177/07419325231164636","url":null,"abstract":"There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on professional development (PD) on teachers’ use of DBDM for students with ESN. Eight studies were identified. The DBDM interventions primarily targeted teachers’ decision-making related to instruction in individualized curricular goals or academics in functional contexts and were driven by data on isolated skills and concrete decision rules. All but one study documented some improvement in teacher or student outcomes after DBDM PD. Suggestions for future research, limitations of this review, and implications for practice including student progress in the general education curriculum are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091089","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 : 2023-04-28DOI: 10.1177/09576509231173010
Awais Junejo, Sergio Chapela, Jacobo Porteiro, Yasir M Al-Abdeli
Air staging features widely in biomass combustion from small space heaters to industrial-scale moving grate systems. Whilst studies have been conducted into the impact of air staging on emissions a...
{"title":"Secondary air induced flow structures and mixing in a fixed bed combustor","authors":"Awais Junejo, Sergio Chapela, Jacobo Porteiro, Yasir M Al-Abdeli","doi":"10.1177/09576509231173010","DOIUrl":"https://doi.org/10.1177/09576509231173010","url":null,"abstract":"Air staging features widely in biomass combustion from small space heaters to industrial-scale moving grate systems. Whilst studies have been conducted into the impact of air staging on emissions a...","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 8","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165913","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 : 2023-04-27DOI: 10.1177/07419325221147698
Valerie L. Mazzotti, K. Shogren, Jared H. Stewart-Ginsburg, Stephen M. Kwiatek, Mayumi Hagiwara, Danielle Wysenski, Richard Chapman
Promoting student self-determination is recognized as the best practice in secondary transition planning. Few self-determination interventions have utilized technology to provide individualized learning opportunities. The Goal Setting Challenge (GSC) App was developed to provide a technology-based instructional approach to support developing self-determination. The purpose of this single-case study was to evaluate the impact of the GSC App on self-determination knowledge outcomes for students with disabilities and explore the feasibility of students’ use of the App in transition planning over an academic semester. Results were significantly impacted due to the COVID-19 pandemic; however, this created opportunities to explore feasibility during in-person instruction and the unprecedented shift to remote learning. Findings suggest mixed results related to outcomes for student use and feasibility but suggest the possibility of the App providing a student-friendly means for engaging in self-determination instruction during in-person and remote instruction. Limitations and implications for future research and practice are discussed.
{"title":"The Goal Setting Challenge App: Promoting Self-Determination Through Technology","authors":"Valerie L. Mazzotti, K. Shogren, Jared H. Stewart-Ginsburg, Stephen M. Kwiatek, Mayumi Hagiwara, Danielle Wysenski, Richard Chapman","doi":"10.1177/07419325221147698","DOIUrl":"https://doi.org/10.1177/07419325221147698","url":null,"abstract":"Promoting student self-determination is recognized as the best practice in secondary transition planning. Few self-determination interventions have utilized technology to provide individualized learning opportunities. The Goal Setting Challenge (GSC) App was developed to provide a technology-based instructional approach to support developing self-determination. The purpose of this single-case study was to evaluate the impact of the GSC App on self-determination knowledge outcomes for students with disabilities and explore the feasibility of students’ use of the App in transition planning over an academic semester. Results were significantly impacted due to the COVID-19 pandemic; however, this created opportunities to explore feasibility during in-person instruction and the unprecedented shift to remote learning. Findings suggest mixed results related to outcomes for student use and feasibility but suggest the possibility of the App providing a student-friendly means for engaging in self-determination instruction during in-person and remote instruction. Limitations and implications for future research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41358770","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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