Pub Date : 2025-11-18DOI: 10.1177/00144029251397698
Endia J. Lindo, Kathleen King Thorius, Amanda L. Sullivan, Patricia Martínez-Álvarez
{"title":"Writing Against Dismantling—Defending the Future of Special Education and Rehabilitation","authors":"Endia J. Lindo, Kathleen King Thorius, Amanda L. Sullivan, Patricia Martínez-Álvarez","doi":"10.1177/00144029251397698","DOIUrl":"https://doi.org/10.1177/00144029251397698","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"110 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145545693","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 : 2025-11-08DOI: 10.1177/00144029251386297
Federico R. Waitoller, Christopher Lubienski
In this study, we examine how mothers of students with disabilities (SWDs) from different racial and class backgrounds access information about schools in competitive local education markets (LEMs). We employ an intersectional approach to school choice that focuses on the labor of mothers and a qualitative design based on interviews and a focus group discussion to answer the following research questions: How do mothers of SWDs search for and find information about school options in LEMs? How and to what extent are their experiences searching for school information shaped by their intersecting social categories (e.g., race and class)? Mothers of SWDS participating in the study searched for information through three mediums: (a) searching at a distance for hard information (i.e., online search and calling schools), (b) campus visits during school open days, and (c) their social networks. Because schools respond to competitive pressures in ableist ways (i.e., offering either limited information relevant to parents of SWDs or information geared to dissuade them from enrolling), mothers relied heavily on information from their social networks, which created inequities in access to information according to parents’ intersecting social categories (i.e., disability, race, and class). The length of experience of mothers in the school district mediated these inequities. We conclude by noting the problematic implications of these findings and recommendations for policy and research.
{"title":"Navigating School Choice at the Intersection of Disability, Race, and Class: Mothers of Students With Disabilities Accessing Information in Competitive Local Education Markets","authors":"Federico R. Waitoller, Christopher Lubienski","doi":"10.1177/00144029251386297","DOIUrl":"https://doi.org/10.1177/00144029251386297","url":null,"abstract":"In this study, we examine how mothers of students with disabilities (SWDs) from different racial and class backgrounds access information about schools in competitive local education markets (LEMs). We employ an intersectional approach to school choice that focuses on the labor of mothers and a qualitative design based on interviews and a focus group discussion to answer the following research questions: How do mothers of SWDs search for and find information about school options in LEMs? How and to what extent are their experiences searching for school information shaped by their intersecting social categories (e.g., race and class)? Mothers of SWDS participating in the study searched for information through three mediums: (a) searching at a distance for hard information (i.e., online search and calling schools), (b) campus visits during school open days, and (c) their social networks. Because schools respond to competitive pressures in ableist ways (i.e., offering either limited information relevant to parents of SWDs or information geared to dissuade them from enrolling), mothers relied heavily on information from their social networks, which created inequities in access to information according to parents’ intersecting social categories (i.e., disability, race, and class). The length of experience of mothers in the school district mediated these inequities. We conclude by noting the problematic implications of these findings and recommendations for policy and research.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"45 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472974","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 : 2025-10-31DOI: 10.1177/00144029251386290
Anna J. Egalite, Michael A. Gottfried, M. Daniela Barriga
Numerous prior studies have asked how students of color fare when matched with a teacher who shares their racial or ethnic background. Unfortunately, almost nothing is known about how this plays out for students with disabilities (SWD). Using student-level longitudinal data for Massachusetts public school students in Grades 3–12 between 2011 and 2018, we examine math and ELA test scores, attendance, suspension, and graduation data for SWDs who experience an ethnoracial match. We estimate impacts for the overall SWD population in addition to breaking out subgroups defined by race/ethnicity, low-income status, grade level, and school demographic context. We find primarily null effects, with some exceptions that are small in magnitude. For example, Black and low-income SWDs score higher in math in years when they experience an ethnoracial teacher match (0.01 SD ). We also observe minor improvements in school attendance (less than one additional day) for low-income SWDs, those with a Specific Learning Disability, SWDs in the elementary grades; and SWDs in small schools. SWDs’ likelihood of receiving a suspension or graduating from high school is unaffected by an ethnoracial match. We discuss the implications of our findings and offer policy recommendations.
{"title":"Representation for Exceptional Children: Student–Teacher Ethnoracial Matching for Students With Disabilities","authors":"Anna J. Egalite, Michael A. Gottfried, M. Daniela Barriga","doi":"10.1177/00144029251386290","DOIUrl":"https://doi.org/10.1177/00144029251386290","url":null,"abstract":"Numerous prior studies have asked how students of color fare when matched with a teacher who shares their racial or ethnic background. Unfortunately, almost nothing is known about how this plays out for students with disabilities (SWD). Using student-level longitudinal data for Massachusetts public school students in Grades 3–12 between 2011 and 2018, we examine math and ELA test scores, attendance, suspension, and graduation data for SWDs who experience an ethnoracial match. We estimate impacts for the overall SWD population in addition to breaking out subgroups defined by race/ethnicity, low-income status, grade level, and school demographic context. We find primarily null effects, with some exceptions that are small in magnitude. For example, Black and low-income SWDs score higher in math in years when they experience an ethnoracial teacher match (0.01 <jats:italic toggle=\"yes\">SD</jats:italic> ). We also observe minor improvements in school attendance (less than one additional day) for low-income SWDs, those with a Specific Learning Disability, SWDs in the elementary grades; and SWDs in small schools. SWDs’ likelihood of receiving a suspension or graduating from high school is unaffected by an ethnoracial match. We discuss the implications of our findings and offer policy recommendations.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"64 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424232","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 : 2025-10-25DOI: 10.1177/00144029251381300
Michelle M. Cumming, Daniel V. Poling, Yuxi Qiu, Nastasia Schreiner, Brian Jones, Ann P. Daunic, Nancy Corbett, Stephen W. Smith
Due to executive function's (EF) foundational role in students’ school and lifelong success, school-based interventions that build EF (i.e., inhibitory control, working memory, cognitive flexibility) and related skills are critical, especially for students at risk for emotional and behavioral disorders (EBD). Social Emotional Learning Foundations (SELF), a Tier 2 literacy-integrated, social-emotional learning (SEL) intervention with a universal component, is one of the few SEL interventions focusing on K–1 students at risk for EBD. This intervention has shown promise in enhancing students’ social-emotional competence, behavioral functioning, and EF. Yet, no prior studies have examined whether SELF's effectiveness varied based on student EF strengths and difficulties (i.e., EF risk profiles), which has implications for SELF implementation and adaptation. Thus, using data ( n = 1,154) from a randomized control trial, we sought to determine whether SELF had differential effects based on student EF risk latent profiles. Secondarily, we wanted to explore if classroom quality (i.e., emotional support, classroom organization, and instructional support) moderated these effects. Results from multivariate regression analysis showed differential effects of SELF on students’ social-emotional, behavioral, and EF outcomes. Latent transition analysis revealed that SELF was associated with changes in student EF risk profile membership, with gender and grade level differences. Exploratory results indicated that classroom quality may have served to moderate the relationships between SELF, EF risk profiles, and outcomes. We discuss implications for intervention efforts and future research.
{"title":"Social-Emotional Learning Foundations Curriculum for K–1 Students at Risk for EBD: Differential Effects Based on Student EF Risk Profiles","authors":"Michelle M. Cumming, Daniel V. Poling, Yuxi Qiu, Nastasia Schreiner, Brian Jones, Ann P. Daunic, Nancy Corbett, Stephen W. Smith","doi":"10.1177/00144029251381300","DOIUrl":"https://doi.org/10.1177/00144029251381300","url":null,"abstract":"Due to executive function's (EF) foundational role in students’ school and lifelong success, school-based interventions that build EF (i.e., inhibitory control, working memory, cognitive flexibility) and related skills are critical, especially for students at risk for emotional and behavioral disorders (EBD). Social Emotional Learning Foundations (SELF), a Tier 2 literacy-integrated, social-emotional learning (SEL) intervention with a universal component, is one of the few SEL interventions focusing on K–1 students at risk for EBD. This intervention has shown promise in enhancing students’ social-emotional competence, behavioral functioning, and EF. Yet, no prior studies have examined whether SELF's effectiveness varied based on student EF strengths and difficulties (i.e., EF risk profiles), which has implications for SELF implementation and adaptation. Thus, using data ( <jats:italic toggle=\"yes\">n</jats:italic> = 1,154) from a randomized control trial, we sought to determine whether SELF had differential effects based on student EF risk latent profiles. Secondarily, we wanted to explore if classroom quality (i.e., emotional support, classroom organization, and instructional support) moderated these effects. Results from multivariate regression analysis showed differential effects of SELF on students’ social-emotional, behavioral, and EF outcomes. Latent transition analysis revealed that SELF was associated with changes in student EF risk profile membership, with gender and grade level differences. Exploratory results indicated that classroom quality may have served to moderate the relationships between SELF, EF risk profiles, and outcomes. We discuss implications for intervention efforts and future research.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"39 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397381","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 : 2025-10-22DOI: 10.1177/00144029251386292
Art Dowdy, Saehee An, Fernando Roldan
Physical activity is a promising strategy for strengthening behavior and social engagement through its physiological and psychological benefits. Antecedent Exercise (AE) is a structured behavioral intervention aimed at mitigating meltdowns and promoting adaptive behaviors in Autistic individuals. This synthesis and multilevel meta-analysis of 34 studies, including diverse settings and exercise types, provides a nuanced examination of AE's effectiveness. AE demonstrated moderate efficacy with effect sizes of −0.342 ( SE = 0.089, p < .005, 95% CI [−0.517, −0.168]) for reducing meltdowns, and a substantial improvement of 0.806 ( SE = 0.166, p < .005, 95% CI [0.481, 1.13]) for increasing adaptive behaviors. Special education settings such as day centers and schools yielded robust outcomes, thus highlighting AE's effectiveness in an educational context. Interventions involving accessible activities like aerobic exercise routines and jogging also showed to be effective. Despite variability in study rigor and some indications of publication bias, AE appears to be a scalable intervention for educators and clinicians. Future research should address the long-term maintenance effects and optimal implementation strategies for maximizing AE's benefits in educational and clinical settings. This evidence supports the integration of AE into practices for improving the quality of life and educational outcomes for Autistic individuals.
{"title":"Quality, Rigor, and Outcomes of Antecedent Exercise Strategies for Supporting Autistic Individuals: A Synthesis and Multilevel Meta-Analysis","authors":"Art Dowdy, Saehee An, Fernando Roldan","doi":"10.1177/00144029251386292","DOIUrl":"https://doi.org/10.1177/00144029251386292","url":null,"abstract":"Physical activity is a promising strategy for strengthening behavior and social engagement through its physiological and psychological benefits. Antecedent Exercise (AE) is a structured behavioral intervention aimed at mitigating meltdowns and promoting adaptive behaviors in Autistic individuals. This synthesis and multilevel meta-analysis of 34 studies, including diverse settings and exercise types, provides a nuanced examination of AE's effectiveness. AE demonstrated moderate efficacy with effect sizes of −0.342 ( <jats:italic toggle=\"yes\">SE</jats:italic> = 0.089, <jats:italic toggle=\"yes\">p</jats:italic> < .005, 95% CI [−0.517, −0.168]) for reducing meltdowns, and a substantial improvement of 0.806 ( <jats:italic toggle=\"yes\">SE</jats:italic> = 0.166, <jats:italic toggle=\"yes\">p</jats:italic> < .005, 95% CI [0.481, 1.13]) for increasing adaptive behaviors. Special education settings such as day centers and schools yielded robust outcomes, thus highlighting AE's effectiveness in an educational context. Interventions involving accessible activities like aerobic exercise routines and jogging also showed to be effective. Despite variability in study rigor and some indications of publication bias, AE appears to be a scalable intervention for educators and clinicians. Future research should address the long-term maintenance effects and optimal implementation strategies for maximizing AE's benefits in educational and clinical settings. This evidence supports the integration of AE into practices for improving the quality of life and educational outcomes for Autistic individuals.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"10 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397901","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 : 2025-10-16DOI: 10.1177/00144029251378405
Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Holly B. Lane, Sara A. Hart
The Individualized Student Instruction (ISI) intervention was designed to help teachers increase their use of differentiated core reading instruction, to optimize student growth by providing appropriate amounts of code- and meaning-focused instruction. Based on the results from original studies on ISI, it is still unclear if differentiated instruction can mitigate the influence of individual differences, and if this is similar for all students. Using integrative data analytic techniques, we combined data from six randomized control trials on the ISI intervention conducted in kindergarten and first grade and obtained a dataset with a total sample of 3,144 students in Grades K and 1. We then fit conditional multilevel quantile regression models to examine differential effects on word reading and vocabulary outcomes and the moderating effect of pre-intervention skills. The model coefficients did not indicate a treatment effect of the ISI intervention on either vocabulary or word reading skills. We discuss these results in the light of the importance of data sharing and registered reports to uncover what works for which students under which conditions.
{"title":"Examining Differential Intervention Effects: Do Individualized Student Intervention Effects Vary by Student Abilities and Characteristics?","authors":"Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Holly B. Lane, Sara A. Hart","doi":"10.1177/00144029251378405","DOIUrl":"https://doi.org/10.1177/00144029251378405","url":null,"abstract":"The Individualized Student Instruction (ISI) intervention was designed to help teachers increase their use of differentiated core reading instruction, to optimize student growth by providing appropriate amounts of code- and meaning-focused instruction. Based on the results from original studies on ISI, it is still unclear if differentiated instruction can mitigate the influence of individual differences, and if this is similar for all students. Using integrative data analytic techniques, we combined data from six randomized control trials on the ISI intervention conducted in kindergarten and first grade and obtained a dataset with a total sample of 3,144 students in Grades K and 1. We then fit conditional multilevel quantile regression models to examine differential effects on word reading and vocabulary outcomes and the moderating effect of pre-intervention skills. The model coefficients did not indicate a treatment effect of the ISI intervention on either vocabulary or word reading skills. We discuss these results in the light of the importance of data sharing and registered reports to uncover what works for which students under which conditions.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"97 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145310745","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 : 2025-10-08DOI: 10.1177/00144029251377056
Kathryn E. Dorney, Nancy A. Quick, Karen A. Erickson
Students with extensive support needs (ESN) are a group of students with multiple disabilities including significant expressive and receptive language impairments that make it difficult for them to access and participate in the general education curriculum, even with quality instruction and appropriate accommodations. Like all students with disabilities, students with ESN typically require related services to benefit from the special education services they receive. The purpose of this descriptive and parametric statistics study was to examine speech-language services in the IEPs of students with ESN ( n = 258) across six U.S. states. Specifically, the type and intensity of speech-language services were examined across grade band, the Individuals With Disabilities Education Improvement Act (2004) disability category, and symbolic communication level (i.e., pre-symbolic, symbolic). The relationship between speech-language services and various demographic variables was analyzed using multinomial logistic regression. While no significant relationship was identified between demographic variables and the type of speech-language services students received, some demographic variables (i.e., communication level, grade band) predicted the intensity of speech-language services. Findings are discussed relative to the literature with implications for practice in schools and future research.
{"title":"Speech-Language Services in IEPs of Students with Extensive Support and Complex Communication Needs","authors":"Kathryn E. Dorney, Nancy A. Quick, Karen A. Erickson","doi":"10.1177/00144029251377056","DOIUrl":"https://doi.org/10.1177/00144029251377056","url":null,"abstract":"Students with extensive support needs (ESN) are a group of students with multiple disabilities including significant expressive and receptive language impairments that make it difficult for them to access and participate in the general education curriculum, even with quality instruction and appropriate accommodations. Like all students with disabilities, students with ESN typically require related services to benefit from the special education services they receive. The purpose of this descriptive and parametric statistics study was to examine speech-language services in the IEPs of students with ESN ( <jats:italic>n</jats:italic> = 258) across six U.S. states. Specifically, the type and intensity of speech-language services were examined across grade band, the Individuals With Disabilities Education Improvement Act (2004) disability category, and symbolic communication level (i.e., pre-symbolic, symbolic). The relationship between speech-language services and various demographic variables was analyzed using multinomial logistic regression. While no significant relationship was identified between demographic variables and the type of speech-language services students received, some demographic variables (i.e., communication level, grade band) predicted the intensity of speech-language services. Findings are discussed relative to the literature with implications for practice in schools and future research.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"14 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246717","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 : 2025-10-08DOI: 10.1177/00144029251382565
Gabriel Martínez-Rico, Pau García-Grau, Margarita Cañadas, Rómulo J. González-García
The use of telepractice in early childhood intervention has increased considerably in recent years. It is necessary, therefore, to examine its social validity in order to improve services and meet the needs of families. Determining relevant family variables influencing social validity allows practitioners to ensure their practices are based on socially meaningful and valid processes. We examined the influence of family-level variables through a multiple mediation model with: (a) child and adult age and mother's education level as predictors; (b) family role during sessions and technology skills as mediators; and (c) social validity of telepractice and the focus on family needs as dependent variables. We examined direct, indirect, and total effects through path analysis, as well as the joint effect of both mediators on social validity appraisals and the scores on focus on family needs. Overall, good perception of social validity of telepractice was found. No differences in social validity scores among telepractice modalities or eligibility criteria were found. Higher social validity was associated with greater focus on family needs, a more active role during sessions, better technology skills, and younger children and adults. Higher mother's educational level was related to having an active role in telepractice sessions and perceiving the intervention to be more focused on their needs. Addressing family needs is a priority for telepractice in early childhood intervention. Deciding with families the telepractice modality that could fit best their needs, as well as considering a hybrid approach, could help programs support their families more effectively.
{"title":"Family Variables Influencing the Social Validity of Telepractice in Early Childhood Intervention","authors":"Gabriel Martínez-Rico, Pau García-Grau, Margarita Cañadas, Rómulo J. González-García","doi":"10.1177/00144029251382565","DOIUrl":"https://doi.org/10.1177/00144029251382565","url":null,"abstract":"The use of telepractice in early childhood intervention has increased considerably in recent years. It is necessary, therefore, to examine its social validity in order to improve services and meet the needs of families. Determining relevant family variables influencing social validity allows practitioners to ensure their practices are based on socially meaningful and valid processes. We examined the influence of family-level variables through a multiple mediation model with: (a) child and adult age and mother's education level as predictors; (b) family role during sessions and technology skills as mediators; and (c) social validity of telepractice and the focus on family needs as dependent variables. We examined direct, indirect, and total effects through path analysis, as well as the joint effect of both mediators on social validity appraisals and the scores on focus on family needs. Overall, good perception of social validity of telepractice was found. No differences in social validity scores among telepractice modalities or eligibility criteria were found. Higher social validity was associated with greater focus on family needs, a more active role during sessions, better technology skills, and younger children and adults. Higher mother's educational level was related to having an active role in telepractice sessions and perceiving the intervention to be more focused on their needs. Addressing family needs is a priority for telepractice in early childhood intervention. Deciding with families the telepractice modality that could fit best their needs, as well as considering a hybrid approach, could help programs support their families more effectively.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"36 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246611","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 : 2025-10-03DOI: 10.1177/00144029251375983
Adriana Kaori Terol, Hedda Meadan, Sandy Magaña
The demand for services and resources to support individuals with autism has increased in correspondence with the rising prevalence of autism around the globe. However, there is limited availability of resources and services to support autistic children and their families in low-to-middle-income countries. Caregiver training is an evidence-based practice that leads to positive outcomes for both caregivers and their autistic children, and is an appropriate way to deliver support for caregivers of autistic children in low-resourced settings. In this study, we used a convergent mixed-methods design to evaluate the effects and social validity of a culturally adapted caregiver training program with 17 caregivers of autistic children in Paraguay. Caregivers increased their knowledge about autism, their understanding of their children's strengths and needs, and their advocacy knowledge and skills, from pre-program to post-program. Additionally, caregivers deemed the program feasible, acceptable, and needed in the Paraguayan context. Implications for policy and practice, and directions for future research are discussed.
{"title":"Pilot Implementation of a Culturally Adapted Training for Caregivers of Young Autistic Children: A Mixed Methods Study","authors":"Adriana Kaori Terol, Hedda Meadan, Sandy Magaña","doi":"10.1177/00144029251375983","DOIUrl":"https://doi.org/10.1177/00144029251375983","url":null,"abstract":"The demand for services and resources to support individuals with autism has increased in correspondence with the rising prevalence of autism around the globe. However, there is limited availability of resources and services to support autistic children and their families in low-to-middle-income countries. Caregiver training is an evidence-based practice that leads to positive outcomes for both caregivers and their autistic children, and is an appropriate way to deliver support for caregivers of autistic children in low-resourced settings. In this study, we used a convergent mixed-methods design to evaluate the effects and social validity of a culturally adapted caregiver training program with 17 caregivers of autistic children in Paraguay. Caregivers increased their knowledge about autism, their understanding of their children's strengths and needs, and their advocacy knowledge and skills, from pre-program to post-program. Additionally, caregivers deemed the program feasible, acceptable, and needed in the Paraguayan context. Implications for policy and practice, and directions for future research are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"10 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246473","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 : 2025-08-25DOI: 10.1177/00144029251367473
Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan, Kathleen King Thorius
{"title":"IDEA at 50—Progress, Equity, and the Work Ahead","authors":"Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan, Kathleen King Thorius","doi":"10.1177/00144029251367473","DOIUrl":"https://doi.org/10.1177/00144029251367473","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"44 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898721","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：