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The Goal Setting Challenge App: Promoting Self-Determination Through Technology 目标设定挑战应用程序:通过技术促进自我决定
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-04-27 DOI: 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.
促进学生自决被认为是中学过渡规划的最佳实践。很少有自决干预措施利用技术提供个性化学习机会。目标设定挑战(GSC)应用程序旨在提供一种基于技术的教学方法,以支持发展自决能力。本单案例研究的目的是评估GSC应用程序对残疾学生自决知识成果的影响,并探讨学生在一个学期的过渡规划中使用该应用程序的可行性。结果因新冠肺炎大流行而受到重大影响;然而,这为在面对面教学和前所未有的远程学习转变中探索可行性创造了机会。研究结果表明,与学生使用的结果和可行性有关的结果喜忧参半,但表明该应用程序有可能在面对面教学和远程教学中为学生提供一种友好的自决教学方式。讨论了未来研究和实践的局限性和意义。
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引用次数: 1
The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills 代表性教学和大种族对学龄前儿童早期算术技能的影响
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-04-06 DOI: 10.1177/07419325231160292
Nicole M. McKevett, Robin S. Codding, Kristin R. Running
Preschool students’ mastery of early numeracy skills is important, so they enter kindergarten with the necessary prerequisite skills, which are predictive of achievement in later elementary grades. The purpose of this study was to examine the effects of a concrete-representational-abstract (CRA) instructional package on the foundational early numeracy skills of three preschool students. A multiple baseline across participants design was employed. Treatment sessions were 15 to 20 minutes long and held twice a week. The primary outcome variable was a measure of match quantity and the generalization outcome variable was a measure of number sequencing. Results indicate that CRA was effective for increasing the match quantity fluency skills of two of three participants; however, the effects did not generalize to number sequencing.
学龄前学生掌握早期算术技能很重要,因此他们进入幼儿园时具备必要的先决条件技能,这些技能可以预测小学后期的成绩。本研究的目的是检验具体表征抽象(CRA)教学包对三名学龄前学生早期基本算术技能的影响。采用了跨参与者的多基线设计。治疗时间为15至20分钟,每周两次。主要结果变量是匹配数量的度量,概括结果变量是数字排序的度量。结果表明,CRA能有效提高三名参赛者中两名的比赛量流利性;然而,这种影响并没有推广到数字排序。
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引用次数: 0
Review of Four Preregistration Registries for Special Education Researchers 四个特殊教育研究人员预注册中心的回顾
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-04-01 DOI: 10.1177/07419325231160293
Jesse I. Fleming, Alan S. McLucas, Bryan G. Cook
Preregistration involves researchers publicly registering key study elements before conducting a study to increase the transparency of research and limit the use and impact of questionable research practices. To support special education researchers’ engagement with preregistrations, in this article we provide an overview of preregistration and systematically review four preregistration registries (Open Science Framework, Registry of Efficacy and Effectiveness Studies, AsPredicted, and ClinicalTrials). Each of the registry templates reviewed effectively addresses most questionable research practices and can accommodate a variety of research designs, with the exception of mixed-methods research. Among the benefits of Registry of Efficacy and Effectiveness Studies, Open Science Framework, and ClinicalTrials are the provision of highly specific templates and allowing users to update the preregistration when changes to the original study occur. Researchers can use this review to help select and use a registry that is appropriate for their study design and purpose.
预注册涉及研究人员在进行研究之前公开注册关键研究要素,以提高研究的透明度,并限制可疑研究实践的使用和影响。为了支持特殊教育研究人员参与预注册,在本文中,我们对预注册进行了概述,并系统地回顾了四个预注册注册(开放科学框架、疗效和有效性研究注册、AsPredicted和临床试验)。审查的每一个登记册模板都有效地解决了最有问题的研究实践,可以容纳各种研究设计,混合方法研究除外。疗效和有效性研究注册、开放科学框架和临床试验的好处之一是提供高度特定的模板,并允许用户在原始研究发生变化时更新预注册。研究人员可以利用这篇综述来帮助选择和使用适合他们研究设计和目的的注册表。
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引用次数: 2
Rethinking Rigor in Multiple Baseline and Multiple Probe Designs 重新思考多基线和多探头设计的严谨性
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-04-01 DOI: 10.1177/07419325221102539
Jennifer R. Ledford, Kathleen N. Zimmerman
A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situations. Suggestions for researchers include improved reporting and graphing. Future research is needed to determine experimental differences when these design variations are used.
许多资源可用于评估单个案例设计的严格性,包括常用的多基线设计。在这篇文章中,我们讨论了两个通常被认为是多基线设计中最高严格性所必需的特征——并发性和反应指导的基线条件持续时间。我们建议,在某些情况下,非发作和反应独立的基线条件持续时间可能是合适的。对研究人员的建议包括改进报告和绘图。未来的研究需要确定在使用这些设计变化时的实验差异。
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引用次数: 2
Factors Influencing Educational Equity in Online Instruction for Students During Covid-19 新冠肺炎期间影响学生在线教学教育公平的因素
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-03-31 DOI: 10.1177/07419325231161322
Sudha Krishnan
This qualitative study examined special education teachers’ perceptions of student success in online instruction during the pandemic school closures to isolate the key determinants in the differential student outcomes reported by the teachers. Data were collected from 16 teachers using semi-structured interviews and analyzed using thematic coding. The six themes that emerged from the data were that the key determinants of student outcomes were variables related to teacher, school administrator, district, student, parent, and pedagogy. The study showed that underlying deficit thinking in school professionals, lack of planned support for those parents and students needing the most support, and limited range of teaching practices were responsible for the equity gap seen in the differential student outcomes. Recommendations include training school administrators, providing parent support to access technology, addressing needs of non-English speaking families, expanded pedagogical practices, and planning for students with the most extensive support needs.
本定性研究考察了在大流行学校关闭期间特殊教育教师对学生在线教学成功的看法,以隔离教师报告的差异学生成果的关键决定因素。采用半结构化访谈法收集16名教师的数据,并采用主题编码法进行分析。从数据中得出的六个主题是,学生成绩的关键决定因素是与教师、学校管理者、学区、学生、家长和教学法相关的变量。研究表明,学校专业人员潜在的思维缺陷,缺乏对最需要支持的家长和学生的计划支持,以及有限的教学实践范围是导致学生成绩差异的公平差距的原因。建议包括培训学校管理人员,为家长提供技术支持,解决非英语家庭的需求,扩大教学实践,以及为有最广泛支持需求的学生制定计划。
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引用次数: 0
Prevalence of Research Design in Special Education: A Survey of Peer-Reviewed Journals 特殊教育研究设计的流行:同行评议期刊调查
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-02-16 DOI: 10.1177/07419325231152453
Seth A. King, Lanqi Wang, Brendon Nylen, Olivia G. Enders
Special education policy and scholarship have increasingly emphasized the use of research, which encompasses interdependent methodological approaches designed to address specific questions. Consequently, the knowledge available to practitioners, policymakers, and other consumers is a function of the research designs featured in the literature. This study describes the prevalence of methodological approaches appearing in special education journals ( n = 33). An assessment of a sample of articles ( n = 12,669) published from 1999 to 2019 found that much of the published research ( n = 9,543) emphasizes nonexperimental, quantitative inquiry (57.86%). Experimental research is comparatively less common (25.51%) and encompasses both single-case (14.22%) and group experimental designs (11.29%). Qualitative studies (9.38%) appear far less frequently. Patterns of publication vary based on journal emphasis. A description of results is followed by a discussion of implications for the consumption and generation of evidence in special education.
特殊教育政策和学术越来越强调研究的使用,其中包括旨在解决具体问题的相互依存的方法方法。因此,从业人员、政策制定者和其他消费者可获得的知识是文献中研究设计的功能。这项研究描述了出现在特殊教育期刊上的方法论方法的流行程度(n = 33)。对1999年至2019年发表的文章样本(n = 12,669)的评估发现,大部分发表的研究(n = 9,543)强调非实验性的定量探究(57.86%)。实验研究相对较少(25.51%),包括单例(14.22%)和组实验设计(11.29%)。定性研究(9.38%)出现的频率要低得多。出版模式因期刊侧重点而异。对结果的描述之后是对特殊教育中证据的消费和产生的影响的讨论。
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引用次数: 1
Social and Emotional Intervention Research as Justice: A Case for Accountability 作为正义的社会和情感干预研究:一个问责的案例
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-02-02 DOI: 10.1177/07419325221143761
Charis L. Wahman, Angel Fettig, Kathleen N. Zimmerman
The field of special education is recognized for conducting research designed to improve the quality of life for the children and families we serve. However, our field has been criticized for empirical approaches that are inconsistent with the values and beliefs we articulate as central to our scientific practice. As such, a shift in our research endeavors is warranted. Given the specific calls within early childhood special education for research programs that consider the marginalized experiences of children and families, we posit five guidelines to reframe social and emotional intervention research in early childhood special education as justice-oriented. These guidelines are (a) understand the historical and immediate context of research participants; (b) incorporate best practices in social and emotional assessment to reduce bias; (c) center children’s and families’ voices in social validity measures; (d) address confounding variables to fidelity of implementation; and (e) examine diversity in research team composition.
特殊教育领域因开展旨在改善我们所服务的儿童和家庭的生活质量的研究而得到认可。然而,我们的领域因经验方法而受到批评,这些方法与我们作为科学实践中心的价值观和信念不一致。因此,我们的研究工作的转变是必要的。考虑到早期儿童特殊教育中对考虑儿童和家庭边缘化经历的研究项目的具体要求,我们提出了五个指导方针,以重新构建以正义为导向的早期儿童特殊教育中的社会和情感干预研究。这些指南是(a)了解研究参与者的历史和当前背景;(b)纳入社会和情感评估的最佳做法,以减少偏见;(c)将儿童和家庭的声音纳入社会效度测量;(d)处理影响执行保真度的混杂变量;(e)检验研究团队组成的多样性。
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引用次数: 1
Improving Social Interactions for Young Children on the Autism Spectrum Through Parent-Mediated LEGO Play Activities 通过家长介导的乐高游戏活动改善自闭症儿童的社会互动
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-01-13 DOI: 10.1177/07419325221147699
G. Lee, Yitong Jiang, Xiaoyi Hu
Given the impact of the global pandemic on children’s schooling and learning, evidence for interventions implemented by parents is urgently needed. This study aimed to evaluate the effects of a parent-mediated LEGO intervention on the social interactions of four children on the autism spectrum. The intervention involved four sets of two parents engaging with their child in collaborative LEGO construction, with each person assigned a role as Engineer, Supplier, or Builder. Using a multiple probe design across the four family triads, the intervention effectively increased spontaneous social initiations and responses in all four children, and these behaviors were maintained for 6 weeks following the intervention. The effect on inappropriate interactions was not detected; parental prompts increased in initial intervention sessions but decreased over time. Parents implemented the intervention at home with high fidelity. Efficacy of the intervention and potential benefits of virtual parent training are discussed.
鉴于全球大流行病对儿童上学和学习的影响,迫切需要家长采取干预措施的证据。本研究旨在评估父母介导的乐高干预对四名自闭症儿童社会互动的影响。干预包括四组两名父母和他们的孩子一起合作乐高积木,每个人被分配为工程师、供应商或建造者。在四个家庭三合会中使用多重探针设计,干预有效地增加了所有四个孩子的自发社会启动和反应,并且这些行为在干预后保持了6周。没有检测到对不当互动的影响;父母的提示在最初的干预阶段增加,但随着时间的推移减少。家长在家中以高保真度实施干预。讨论了虚拟家长培训的干预效果和潜在效益。
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引用次数: 0
Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners 黑人男性学习者适应文化的社会、情感和行为支持
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2023-01-11 DOI: 10.1177/07419325221143965
A. R. Campbell, M. Sallese, Julie L. Thompson, C. J. Fournier, Meghan L. Allen
Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach—including a culturally adapted social and emotional learning curriculum, check-in/check-out, and self-monitoring—on the externalizing behaviors of Black male learners in an urban elementary school. A multiple-baseline-across-classes, single-case, experimental design evaluated the effects of the intervention package. Results from the study show a consistent decrease in externalizing problem behaviors, increases in social and emotional competencies, and high levels of social validity for the intervention package based on the input of relevant stakeholders. An embedded alternating-treatment, single-case design explored the relative impact of self-monitoring. The authors also include a discussion of the limitations of this work and the implications for future research.
黑人学习者,像所有其他学习者一样,把他们的文化价值观带入课堂,他们如何表达自己,如何解决问题。此外,他们的生活经历也会影响他们的社会和情感行为。本研究考察了多元干预方法对城市小学黑人男性学习者外化行为的影响,包括文化适应的社会和情感学习课程、报到/退房和自我监控。一个多基线、跨班级、单病例的实验设计评估了干预方案的效果。研究结果显示,基于相关利益相关者投入的干预方案,外化问题行为持续减少,社会和情感能力增加,社会效度水平较高。一个嵌入式交替治疗,单例设计探讨了自我监控的相对影响。作者还讨论了这项工作的局限性和对未来研究的影响。
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引用次数: 1
Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings 教师在独立环境中为情绪和行为障碍学生服务的瞬间情感体验
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-30 DOI: 10.1177/07419325221135613
Kristabel Stark, Elizabeth F. Bettini, Olivia L. Chi
Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a series of models to explore how specific professional activities relate to teachers’ momentary affect. We found that teachers experienced positive affect more frequently and intensely than negative affect and that large proportions of the variation in positive and negative affect can be attributed to variation within individual teachers across time points. For these teachers, engaging in discipline was significantly associated with a higher negative affect, whereas engaging in instructional activities was associated with a higher positive affect. We discuss implications for researchers and practitioners.
情绪在教师服务情感与行为障碍学生的工作中发挥着重要作用,但对教师的瞬时情感体验却知之甚少。在本研究中,我们收集了14位EBD学生教师的710份关于瞬间情绪的调查问卷。我们使用描述性分析和方差分解来检查这些经历的频率、强度和可变性。然后,我们测试了一系列的模型来探讨具体的专业活动与教师的瞬间影响之间的关系。我们发现,教师经历积极情绪的频率和强度高于消极情绪,积极情绪和消极情绪的很大一部分变化可归因于教师个体在不同时间点上的变化。对于这些教师来说,遵守纪律与较高的消极情感显著相关,而从事教学活动与较高的积极情感相关。我们讨论了对研究人员和实践者的影响。
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引用次数: 2
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Remedial and Special Education
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