Pub Date : 2022-11-14DOI: 10.1177/07419325221134919
Melina Aurora, G. Farkas
One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the lowest-performing schools. To estimate program effects on reading, we used matched comparison schools in two research designs. One was a comparative interrupted time-series design, which compared school-level test score averages for treatment and comparison schools before and after program implementation. The other analyzed student-level test scores in these schools before and after the program. Both yielded positive estimates of program effects, significant at the p < .10 and p < .05 levels.
{"title":"Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District","authors":"Melina Aurora, G. Farkas","doi":"10.1177/07419325221134919","DOIUrl":"https://doi.org/10.1177/07419325221134919","url":null,"abstract":"One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the lowest-performing schools. To estimate program effects on reading, we used matched comparison schools in two research designs. One was a comparative interrupted time-series design, which compared school-level test score averages for treatment and comparison schools before and after program implementation. The other analyzed student-level test scores in these schools before and after the program. Both yielded positive estimates of program effects, significant at the p < .10 and p < .05 levels.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"308 - 318"},"PeriodicalIF":2.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44205673","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 : 2022-11-08DOI: 10.1177/07419325221131913
Paloma Pérez-Clark, D. J. Royer, K. S. Austin, K. Lane
In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education with an 80% weighted criterion. We determined five studies met the weighted 80% criteria and one study demonstrated a positive effect as defined by Council for Exceptional Children. The other four studies demonstrated neutral/mixed results, and we therefore classified Second Step for middle schools in the mixed evidence category. We discuss the strengths of evaluated studies and future directions for research.
{"title":"A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools","authors":"Paloma Pérez-Clark, D. J. Royer, K. S. Austin, K. Lane","doi":"10.1177/07419325221131913","DOIUrl":"https://doi.org/10.1177/07419325221131913","url":null,"abstract":"In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education with an 80% weighted criterion. We determined five studies met the weighted 80% criteria and one study demonstrated a positive effect as defined by Council for Exceptional Children. The other four studies demonstrated neutral/mixed results, and we therefore classified Second Step for middle schools in the mixed evidence category. We discuss the strengths of evaluated studies and future directions for research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"395 - 408"},"PeriodicalIF":2.4,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47665510","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 : 2022-11-07DOI: 10.1177/07419325221136695
{"title":"Corrigendum to “The Role of Teacher Self-Efficacy in Special Education Teacher Candidates’ Sensemaking: A Mixed-Methods Investigation”","authors":"","doi":"10.1177/07419325221136695","DOIUrl":"https://doi.org/10.1177/07419325221136695","url":null,"abstract":"","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"253 - 253"},"PeriodicalIF":2.4,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43512050","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 : 2022-10-17DOI: 10.1177/07419325221125890
Jason C. Chow, Ashley Morse, Hongyang Zhao, Corinne R. Kingsbery, R. Murray, Isha Soni
We conducted a systematic literature review examining the participant characteristics of studies of students with emotional disturbance (ED) with the purpose of better understanding potential similarities and differences between students with ED in research and the population of students with ED. Results indicate (a) participants with reported demographics were predominantly White or Black/African American and male; (b) participants in research samples were significantly different from the national population on gender, age, and race across study designs; (c) the research samples included significantly more White and Black/African American participants and fewer from other minority racial groups compared with the national population; (d) male participants were overrepresented and female underrepresented in studies generally, but the pattern was reversed in researcher-recruit samples; and (e) young children ages 3 to 5 years old were severely underrepresented in the research sample. We discuss the implications of this review and future directions for research.
{"title":"A Systematic Review of Characteristics of Students With Emotional Disturbance in Special Education Research","authors":"Jason C. Chow, Ashley Morse, Hongyang Zhao, Corinne R. Kingsbery, R. Murray, Isha Soni","doi":"10.1177/07419325221125890","DOIUrl":"https://doi.org/10.1177/07419325221125890","url":null,"abstract":"We conducted a systematic literature review examining the participant characteristics of studies of students with emotional disturbance (ED) with the purpose of better understanding potential similarities and differences between students with ED in research and the population of students with ED. Results indicate (a) participants with reported demographics were predominantly White or Black/African American and male; (b) participants in research samples were significantly different from the national population on gender, age, and race across study designs; (c) the research samples included significantly more White and Black/African American participants and fewer from other minority racial groups compared with the national population; (d) male participants were overrepresented and female underrepresented in studies generally, but the pattern was reversed in researcher-recruit samples; and (e) young children ages 3 to 5 years old were severely underrepresented in the research sample. We discuss the implications of this review and future directions for research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"409 - 422"},"PeriodicalIF":2.4,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47771111","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 : 2022-10-15DOI: 10.1177/07419325221128907
Collin Shepley, Justin D. Lane, Devin Graley
This study serves as an initial attempt to establish content validity for graphs likely to be included in trainings targeting progress monitoring for professionals serving learners with or at risk for disabilities. We created a survey containing 32 graphic displays of hypothetical learner data. These surveys were administered to a sample of special education teachers, behavior analysts, higher education faculty, and related service providers. Survey respondents rated each graph on its likelihood of being encountered in practice and whether a graph depicted a therapeutic effect. Results indicated that graphs displaying a therapeutic effect were most likely to be encountered and that graphs with variable data in either a baseline or intervention condition were associated with incorrect visual analysis determinations. Implications of our findings are discussed with respect to personnel who develop and provide trainings on analyzing learners’ progress monitoring data.
{"title":"Progress Monitoring Data for Learners With Disabilities: Professional Perceptions and Visual Analysis of Effects","authors":"Collin Shepley, Justin D. Lane, Devin Graley","doi":"10.1177/07419325221128907","DOIUrl":"https://doi.org/10.1177/07419325221128907","url":null,"abstract":"This study serves as an initial attempt to establish content validity for graphs likely to be included in trainings targeting progress monitoring for professionals serving learners with or at risk for disabilities. We created a survey containing 32 graphic displays of hypothetical learner data. These surveys were administered to a sample of special education teachers, behavior analysts, higher education faculty, and related service providers. Survey respondents rated each graph on its likelihood of being encountered in practice and whether a graph depicted a therapeutic effect. Results indicated that graphs displaying a therapeutic effect were most likely to be encountered and that graphs with variable data in either a baseline or intervention condition were associated with incorrect visual analysis determinations. Implications of our findings are discussed with respect to personnel who develop and provide trainings on analyzing learners’ progress monitoring data.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"283 - 293"},"PeriodicalIF":2.4,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44756800","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 : 2022-10-15DOI: 10.1177/07419325221128497
E. E. Biggs, J. Bumble, Rebecca E. Hacker
Supporting students with complex communication needs requires collaboration within and beyond the school system. Through a state-wide survey, this quantitative descriptive study used social network analysis to examine the professional networks and collaboration patterns of 325 special education teachers and 189 speech-language pathologists who worked with students with complex communication needs. Findings revealed wide variability in network size and function across these educators. Information is reported about collaborative partners, frequency of communication, perceptions of trust, and exchange of supports across relationships (i.e., informational, tangible, emotional supports). Teachers and speech-language pathologists who worked with students with access to high-tech augmentative and alternative communication (AAC) had larger professional networks than those whose students only used unaided AAC (e.g., gestures, signs) or low-tech AAC such as picture symbols. This research provides an important first look at AAC-related professional networks and collaboration patterns within these networks to inform future research and practice.
{"title":"Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication","authors":"E. E. Biggs, J. Bumble, Rebecca E. Hacker","doi":"10.1177/07419325221128497","DOIUrl":"https://doi.org/10.1177/07419325221128497","url":null,"abstract":"Supporting students with complex communication needs requires collaboration within and beyond the school system. Through a state-wide survey, this quantitative descriptive study used social network analysis to examine the professional networks and collaboration patterns of 325 special education teachers and 189 speech-language pathologists who worked with students with complex communication needs. Findings revealed wide variability in network size and function across these educators. Information is reported about collaborative partners, frequency of communication, perceptions of trust, and exchange of supports across relationships (i.e., informational, tangible, emotional supports). Teachers and speech-language pathologists who worked with students with access to high-tech augmentative and alternative communication (AAC) had larger professional networks than those whose students only used unaided AAC (e.g., gestures, signs) or low-tech AAC such as picture symbols. This research provides an important first look at AAC-related professional networks and collaboration patterns within these networks to inform future research and practice.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"351 - 364"},"PeriodicalIF":2.4,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44014006","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 : 2022-10-01DOI: 10.1177/07419325211058400
K. B. Næss, S. Hokstad, Liv Inger Engevik, A. Lervåg, Elizabeth Smith
This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a business-as-usual control group (n = 53). The intervention involved picture book sharing and structured tasks and was organized as one-to-one, small-group, and full-class lessons. Children in the intervention group made greater gains than children in the control group in expressive vocabulary breadth (d = .429, CI [.160, .699]) and receptive vocabulary breadth (d = .447, CI [.193, .700]). The outcomes indicate that the novel DSL+ intervention is an effective intervention to increase trained vocabulary among first graders with Down syndrome, and it takes only 15 minutes of effort 5 days a week.
{"title":"A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program","authors":"K. B. Næss, S. Hokstad, Liv Inger Engevik, A. Lervåg, Elizabeth Smith","doi":"10.1177/07419325211058400","DOIUrl":"https://doi.org/10.1177/07419325211058400","url":null,"abstract":"This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a business-as-usual control group (n = 53). The intervention involved picture book sharing and structured tasks and was organized as one-to-one, small-group, and full-class lessons. Children in the intervention group made greater gains than children in the control group in expressive vocabulary breadth (d = .429, CI [.160, .699]) and receptive vocabulary breadth (d = .447, CI [.193, .700]). The outcomes indicate that the novel DSL+ intervention is an effective intervention to increase trained vocabulary among first graders with Down syndrome, and it takes only 15 minutes of effort 5 days a week.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"43 1","pages":"314 - 327"},"PeriodicalIF":2.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835283","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 : 2022-09-29DOI: 10.1177/07419325221125887
Justin D. Lane, Devin Graley, Collin Shepley, Katherine M. Lynch
Naturalistic language interventions are commonly recommended to educators when teaching children to reliably share their wants, interests, and feelings with others. Recommendations include providing focused attention on a child and embedding multiple instructional opportunities within and across activities. Although such practices are commonly recommended, educators have multiple responsibilities throughout the day and need practical guidelines for implementing these relatively complex procedures in practice. The purpose of this review was to identify experimental studies where educators were trained to conduct naturalistic language interventions in schools for the purposes of improving verbal social communication in children with or at risk for disabilities. We identified a total of 38 experimental studies published in 19 articles. Most studies were conducted by classroom teachers with children with autism spectrum disorder. Inadequate methodological rigor limited the applicability of findings for guiding educators in practice. Practical implications for evaluating naturalistic language interventions in schools are discussed.
{"title":"Systematic Review of Naturalistic Language Interventions in Schools: Child- and Adult-Level Outcomes for Verbal Communication","authors":"Justin D. Lane, Devin Graley, Collin Shepley, Katherine M. Lynch","doi":"10.1177/07419325221125887","DOIUrl":"https://doi.org/10.1177/07419325221125887","url":null,"abstract":"Naturalistic language interventions are commonly recommended to educators when teaching children to reliably share their wants, interests, and feelings with others. Recommendations include providing focused attention on a child and embedding multiple instructional opportunities within and across activities. Although such practices are commonly recommended, educators have multiple responsibilities throughout the day and need practical guidelines for implementing these relatively complex procedures in practice. The purpose of this review was to identify experimental studies where educators were trained to conduct naturalistic language interventions in schools for the purposes of improving verbal social communication in children with or at risk for disabilities. We identified a total of 38 experimental studies published in 19 articles. Most studies were conducted by classroom teachers with children with autism spectrum disorder. Inadequate methodological rigor limited the applicability of findings for guiding educators in practice. Practical implications for evaluating naturalistic language interventions in schools are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"319 - 331"},"PeriodicalIF":2.4,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43990562","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 : 2022-08-24DOI: 10.1177/07419325221117292
Alicia A. Stewart, S. Vaughn, Nancy Scammacca, Elizabeth A. Swanson
Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary Effectively (STRIVE) is a set of evidence-based instructional practices targeting vocabulary and reading comprehension in social studies classrooms. In this pilot study, we investigated the efficacy of STRIVE instruction on the reading outcomes of students with inattention. We included participants from a larger randomized control trial in Grade 4 (N = 276) identified with high levels of inattention based on teacher referral and a brief ADHD measure. Reading outcomes were compared using ANCOVA, accounting for pre-test scores. Students in treatment conditions (n = 181) significantly outperformed those in the comparison condition (n = 95) on measures of content knowledge, content vocabulary, and content reading comprehension. There were no significant differences between conditions on standardized reading measures.
{"title":"Evidence-Based Reading Instruction for Students with Inattention: A Pilot Study","authors":"Alicia A. Stewart, S. Vaughn, Nancy Scammacca, Elizabeth A. Swanson","doi":"10.1177/07419325221117292","DOIUrl":"https://doi.org/10.1177/07419325221117292","url":null,"abstract":"Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary Effectively (STRIVE) is a set of evidence-based instructional practices targeting vocabulary and reading comprehension in social studies classrooms. In this pilot study, we investigated the efficacy of STRIVE instruction on the reading outcomes of students with inattention. We included participants from a larger randomized control trial in Grade 4 (N = 276) identified with high levels of inattention based on teacher referral and a brief ADHD measure. Reading outcomes were compared using ANCOVA, accounting for pre-test scores. Students in treatment conditions (n = 181) significantly outperformed those in the comparison condition (n = 95) on measures of content knowledge, content vocabulary, and content reading comprehension. There were no significant differences between conditions on standardized reading measures.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"294 - 307"},"PeriodicalIF":2.4,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47998680","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 : 2022-08-20DOI: 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.
{"title":"A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities","authors":"S. A. Kim, D. Bryant, Brian R. Bryant, Mikyung Shin, M. Ok","doi":"10.1177/07419325221117293","DOIUrl":"https://doi.org/10.1177/07419325221117293","url":null,"abstract":"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.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"332 - 347"},"PeriodicalIF":2.4,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48084348","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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