62 results
Search Results
2. EFFECTS OF ONGOING CURRICULUM-BASED MEASUREMENT ON STUDENT AWARENESS OF GOALS AND PROGRESS
- Author
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Fuchs, Lynn S., Butterworth, Jennifer R., and Fuchs, Douglas
- Published
- 1989
3. Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?
- Author
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Graham, Steve, Ciullo, Stephen, and Collins, Alyson
- Subjects
ELEMENTARY schools -- United States ,INTELLECT ,REPEATED measures design ,PSYCHOLOGY of teachers ,SELF-efficacy ,DATA analysis ,RESEARCH funding ,QUESTIONNAIRES ,TEACHING methods ,DESCRIPTIVE statistics ,SPECIAL education schools ,COLLEGE teacher attitudes ,PHYSICIAN practice patterns ,ANALYSIS of variance ,STATISTICS ,WRITTEN communication ,COGNITION - Abstract
Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. Effects of a 9-Month Military-Base Internship on the Competitive Integrated Employment of Military Dependent and Connected Youth with ASD.
- Author
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Wehman, Paul, Schall, Carol, Avellone, Lauren, McDonough, Jennifer, Whittenburg, Holly, Dubois, Thomas, and Broda, Michael
- Subjects
EDUCATION of people with disabilities ,COMPETITION (Psychology) ,SPECIAL education ,EMPLOYMENT of people with disabilities ,ANALYSIS of variance ,AUTISM in adolescence ,INTERNSHIP programs ,FAMILIES of military personnel ,MILITARY service ,RANDOMIZED controlled trials ,T-test (Statistics) ,DESCRIPTIVE statistics ,RESEARCH funding ,STATISTICAL sampling ,EDUCATIONAL outcomes - Abstract
This waitlist-controlled cluster randomized clinical trial presents the results of PS + ASD for military dependent and connected youth with ASD. Following earlier findings regarding PS + ASD, this study expands upon that previous work by including a new population, military dependent and connected transition aged youth with ASD. Findings indicate that military dependent and connected youth who participated in PS + ASD gained competitive integrated employment at 60% despite the impact of the COVID-19 pandemic and economic downturn. In addition, these youth worked a mean of 24.42 h weekly and earned an average hourly wage of $9.38 at one year post baseline while the waitlist control group participants did not gain CIE. In addition, by 18 months, 58.3% of participants gained positions in federal employment. Implications of the study are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
5. Hearing Their Voices: Parents' Perceptions of Preschool Special Education Evaluations With Dual-Language Learners.
- Author
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Harvey, Hattie and Wennerstrom, Erin Kinavey
- Subjects
SPECIAL education ,PARENT attitudes ,HOME environment ,ANALYSIS of variance ,MULTILINGUALISM ,RESEARCH methodology ,INTERVIEWING ,SATISFACTION ,CULTURAL pluralism ,MEDICAL personnel ,LEARNING ,EXPERIENCE ,T-test (Statistics) ,PATIENTS' families ,DESCRIPTIVE statistics ,SOUND recordings ,PARENT-child relationships ,DATA analysis software ,EUROCENTRISM ,CHILDREN - Abstract
Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children's home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
6. Identifying Racial and Socioeconomic Biases in New Jersey Special Education Eligibility.
- Author
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Papandrea, Megan Theresa, Namazi, Mahchid, Ghanim, Iyad, and Patten, Sarah
- Subjects
SPECIAL education ,STATISTICS ,SCHOOL health services ,ANALYSIS of variance ,RACE ,SOCIOECONOMIC factors ,ELIGIBILITY (Social aspects) ,DESCRIPTIVE statistics ,REPEATED measures design ,CULTURAL prejudices ,DATA analysis software ,DATA analysis - Abstract
Purpose: This study aimed to determine if eligibility for special education and related services (SERS) in New Jersey (NJ) is biased based on a child’s racial/ cultural background or socioeconomic status (SES). Method: A Qualtrics survey was administered to NJ child study team personnel including speech-language pathologists, school psychologists, learning disabilities teacher-consultants, and school social workers. Participants were presented with four hypothetical case studies, which differed only in racial/cultural background or SES. Participants were asked to make SERS eligibility recommendations about each case study. Results: An aligned rank transform analysis of variance test found a significant effect of race on SERS eligibility decisions, F(2, 272) = 2.391, p = .093. Wilcoxon signed-ranks tests further yielded that Black children had significantly higher levels of SERS ineligibility at the high-SES (z = −2.648, p = .008) and mid- SES (z = −2.660, p = .008) levels compared to White children. When comparing SES levels within race using Wilcoxon signed-ranks tests, White low-SES children had significantly higher levels of ineligibility for SERS compared to White high- SES children (z = −2.008, p = .045). These results suggest that Black children from high/mid SES are treated comparably to White children from low SES; these groups are more likely to be found ineligible for SERS compared to peers. Conclusions: Both race and SES play a role in SERS eligibility decisions in NJ. Students who are Black and/or from low-SES households are at risk for facing significant biases in schools that influence their educational placements. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
7. Assessing the Writing Achievement of Young Struggling Writers.
- Author
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Graham, Steve, Hebert, Michael, Paige Sandbank, Michael, and Harris, Karen R.
- Subjects
WRITING evaluation ,ANALYSIS of variance ,EDUCATIONAL tests & measurements ,METROPOLITAN areas ,PROBABILITY theory ,SPECIAL education ,STATISTICS ,VOCABULARY ,WRITING ,DATA analysis ,MAXIMUM likelihood statistics ,REPEATED measures design ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers’ capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need of special assistance by their teacher and scored at the 25th percentile or lower on a norm-referenced story-writing test, wrote four compositions: a story, personal narrative, opinion essay, and informative text. Applying generalizability theory (G-theory), students’ scores on three writing measures (total number of words [TNW], vocabulary diversity, and writing quality) for the four compositions were each portioned into variance due to the following sources: students, writing tasks, and the interaction between students and writing tasks. We found that 14, 8, and 11 compositions, respectively, would be needed to obtain a reliable estimate of these students’ writing capabilities in terms of TNW, vocabulary diversity, and writing quality. Furthermore, how well these students wrote in one genre provided a weak prediction of how well they wrote in other genres. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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8. The Effectiveness of Cognitive Rehabilitative Program on Executive Functions in Children With Dyscalculia.
- Author
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Alipanah, Mohamad, Pourmohamadreza-Tajrishi, Masoume, Nejati, Vahid, and Vahedi, Mohsen
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EXECUTIVE function ,STUDENT health ,SPECIAL education ,ANALYSIS of variance ,EVALUATION of human services programs ,RESEARCH methodology ,COGNITION ,ACALCULIA ,COGNITIVE rehabilitation ,TREATMENT effectiveness ,PRE-tests & post-tests ,PSYCHOLOGICAL tests ,REPEATED measures design ,DESCRIPTIVE statistics ,CONTROL groups ,STATISTICAL sampling ,EVALUATION ,CHILDREN - Abstract
Objective Students' academic success is crucial for families, educators, and the community. Specific learning disorder reduces students' academic performance and makes education difficult. Because of the rising prevalence of learning disorders (especially dyscalculia), it is necessary to pay more attention to dyscalculia, its diagnosis, and assessment to develop new interventions and scientific strategies to reduce symptoms. Negative consequences of math problems in early childhood probably affect the individual and social aspects of life until adulthood. As far as we know, most children with dyscalculia have significant problems in executive functions, so the application of effective educational methods on executive functions will improve cognitive functions and learning. The present study was conducted to determine the effectiveness of a cognitive rehabilitation program on the executive functions of students with dyscalculia. Materials & Methods This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population consisted of all 8 to 12 years old students who were studying in specific schools for learning disorders in the 2020-2021 academic year in Sanandaj City, Iran. Thirty children (17 boys and 13 girls) were selected by convenience method and assessed using the Iranian Key Math Test. Then, 28 students with one standard deviation lower than the mean (≤85 points) were diagnosed as dyscalculic, and their parents signed a written consent form. Students were excluded if they had seizures and epilepsy, or other neurodevelopmental disorders or were absent more than two times from intervention sessions. All students were matched according to gender and age and randomly assigned to the experimental (7 boys and 7 girls) and control groups (8 boys and 6 girls). The executive functions of all students were assessed by the Behavioral Rating Inventory for Executive Functions (BRIEF). The experimental group individually participated in 12 sessions (twice a week; 30 to 45 minutes per session) and was trained by the cognitive rehabilitation program. However, the control group only attended the mainstream curriculum. Again, all students were assessed by the BRIEF in the last session and 5 weeks later in the follow-up. The obtained data were analyzed by using analysis of variance with repeated measures. Results The findings showed that the cognitive rehabilitation program has significantly influenced executive functions and their components (behavior regulation and metacognition) in students with dyscalculia. According to the eta quotient, 42%, 32%, and 43% of the variances of executive functions, behavior regulation, and metacognition of the experimental group, respectively, have been explained by participating in the cognitive rehabilitation program. In addition, the program's effectiveness lasted for a 5-week follow-up later. Conclusion Considering the effectiveness of cognitive rehabilitation programs on executive functions, designing and implementing the same rehabilitative programs not only improves the executive functions of students with dyscalculia but also prevents their problems relating to learning academic skills. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
9. Special Education Directors' Views of Community-Based Vocational Instruction.
- Author
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Pickens, Julie L. and Dymond, Stacy K.
- Subjects
- *
ANALYSIS of variance , *ATTITUDE (Psychology) , *CONTENT analysis , *STATISTICAL correlation , *MEDICAL personnel , *QUESTIONNAIRES , *RESEARCH funding , *STATISTICAL sampling , *SPECIAL education , *STATISTICS , *VOCATIONAL education , *DATA analysis , *COMMUNITY-based social services , *REPEATED measures design , *DESCRIPTIVE statistics - Abstract
The purpose of this study was to investigate the views of special education directors toward communitybased vocational instruction (CBVI). Participants included a non-proportional random sample of 47 directors from one state who completed an online or paper-based survey. Independent variables were directors' years of experience, geographic location, whether the district provided CBVI in the summer, and the curriculum of students who participated in CBVI. Data were analyzed using descriptive and inferential statistics along with a content analysis of open-ended questions. Results indicate that respondents support the use of CBVI and experience few barriers to implementation. Insufficient staff and inadequate public transportation were the highest rated barriers. Views regarding the intensity with which CBVI should be provided and the age and types of students who should receive CBVI differed from practices recommended in the field. Significant group findings were evident for the variables of years of experience and curriculum of students who participated in CBVI. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
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10. The use of mobile technology in the development of cognitive skills of high school students with special educational needs.
- Author
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Badilla-Quintana, María Graciela, Peña, Gabriela Ramírez, Javier Sandoval-Henríquez, Francisco, Sáez-Delgado, Fabiola, and Franco, Ligia Gómez
- Subjects
SPECIAL education ,HIGH school students ,EXPERIMENTAL design ,TECHNOLOGY education ,ANALYSIS of variance ,EXPERIMENTAL groups ,MOBILE learning ,SECONDARY schools ,PHONOLOGICAL awareness - Abstract
Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
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11. Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders.
- Author
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Boyd, Brian, Hume, Kara, McBee, Matthew, Alessandri, Michael, Gutierrez, Anibal, Johnson, LeAnne, Sperry, Laurie, and Odom, Samuel
- Subjects
SPECIAL education ,TEACHING methods ,EVALUATION of teaching ,ANALYSIS of covariance ,ANALYSIS of variance ,AUTISM in children ,COMPARATIVE studies ,EDUCATION research ,FACTOR analysis ,LEARNING strategies ,LONGITUDINAL method ,RESEARCH methodology ,QUESTIONNAIRES ,RESEARCH ,RESEARCH funding ,STATISTICS ,TEACHERS ,DATA analysis ,INTER-observer reliability ,REPEATED measures design ,DESCRIPTIVE statistics ,CHILDREN ,EVALUATION - Abstract
LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children's performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
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12. Evidence of Two Theoretical Models Observed in Young Children with Disabilities Who Are Beginning to Learn to Write.
- Author
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Staples, Amy and Edmister, Evette
- Subjects
- *
ANALYSIS of variance , *COGNITION , *COMMUNICATIVE competence , *STUDENTS with disabilities , *LANGUAGE acquisition , *LONGITUDINAL method , *RESEARCH methodology , *INTELLECTUAL disabilities , *SCIENTIFIC observation , *RESEARCH funding , *SCALES (Weighing instruments) , *SEMANTICS , *SOCIAL skills , *SPECIAL education , *VIDEO recording , *WRITTEN communication , *TEACHING methods , *REPEATED measures design , *DESCRIPTIVE statistics - Abstract
The article discusses a study on children with intellectual disabilities, aged 5-8, who are beginning to learn to write. Evidence is presented for two theoretical models - Flower and Hayes' cognitive process model and Nystrand's social interaction model. This evidence was obtained through an open-ended writing activity called Big Paper which was conducted several times over a six month period. This involved writing sessions where communicative interactions among students were also observed.
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- 2012
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13. The impact of reflective practice on teacher candidates' attitudes towards individuals with disabilities and professional identity.
- Author
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Szocik, Katherine, Gerry, Margaret A., and Nagro, Sarah A.
- Subjects
TEACHER education ,PROFESSIONAL practice ,SPECIAL education ,EXPERIMENTAL design ,ANALYSIS of variance ,MULTIPLE regression analysis ,COLLEGE teacher attitudes ,CURRICULUM ,PRE-tests & post-tests ,PROFESSIONAL identity ,GRADUATE education ,DESCRIPTIVE statistics ,REPEATED measures design ,DATA analysis software ,ATTITUDES toward disabilities ,REFLECTION (Philosophy) - Abstract
With the global rise of inclusive educational practices, it is important to understand teacher candidates' perceptions of disability and inclusion. The purpose of this one group experimental research design study is to examine the impact of a graduate-level course on perceptions of individuals with disabilities and professional identity. Eighty-three teacher candidates in the United States enrolled in a graduate-level introduction to special education course completed a series of reflections about disability and inclusion. Researchers found that perceived reflective ability significantly predicted teacher candidates' perceptions towards individuals with disabilities. Regardless of general or special education career paths, teacher candidates significantly changed the way they perceived individuals with disabilities. Specifically, at the end of the semester, teacher candidates viewed individuals with disabilities as more different than individuals without disabilities. Implications surrounding the importance of reflective practice in domestic and international teacher education practice and research will be addressed. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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14. Improvement of oral health knowledge in a group of visually impaired students.
- Author
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Yalcinkaya, Sebnem Ercalik and Atalay, Turhan
- Subjects
CHILDREN with visual disabilities ,DENTISTRY ,BOARDING schools ,DENTAL care ,ANALYSIS of variance ,COMPARATIVE studies ,DENTAL caries ,DENTAL health education ,HEALTH attitudes ,RESEARCH methodology ,MEDICAL cooperation ,ORAL hygiene ,PERIODONTICS ,PEOPLE with disabilities ,QUESTIONNAIRES ,RESEARCH ,SPECIAL education ,TOOTH care & hygiene ,EVALUATION research - Abstract
Purpose: The aim of this study was to evaluate the effectiveness of a repeated oral health education programme on oral health knowledge and hygiene of visually impaired students.Materials and Methods: The study was conducted at one of the two visually impaired boarding schools of Istanbul, Turkey. The number of subjects was 65, comprising 28 totally and 37 partially visually impaired students between 7 and 17 years of age. A 24-item verbal questionnaire was developed to record their general health, impairment, the socio-economic profile and education level of their parents, oral health knowledge, sources of information about oral health, awareness of sugar in-take/caries risk, frequency of dental check-ups and oral hygiene habits, as well as any difficulties they experienced thereby. They were given individual training on oral care three times with two-month intervals within the nine-month framework of the programme. To measure the oral hygiene status, plaque index (PI) and gingival index (GI) scores were recorded of all teeth at four sites throughout the sessions. After completion of the programme, the oral health knowledge of the students was evaluated using the same questionnaire to determine the effectiveness of the programme.Results: Statistically significant improvements were found at the level of oral health knowledge and oral hygiene status both in totally and partially visually impaired students at the end of the study (p < 0.001) as compared with at the beginning. No significant difference was found between the knowledge of totally visually impaired and partially visually impaired students.Conclusion: It was concluded that with an appropriate programme, the oral health knowledge of visually impaired students could be improved. This programme, if conducted on a one-to-one basis, ensures clinical and statistical significance. [ABSTRACT FROM AUTHOR]- Published
- 2006
15. The impact of speech and language problems in kindergarten on academic learning and special education status in grade three.
- Author
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Janus, Magdalena, Labonté, Chantal, Kirkpatrick, Ryan, Davies, Scott, and Duku, Eric
- Subjects
ACADEMIC achievement ,ANALYSIS of variance ,CONFIDENCE intervals ,LANGUAGE disorders ,RESEARCH funding ,PSYCHOLOGY of school children ,SPECIAL education ,SPEECH therapy ,LOGISTIC regression analysis ,DESCRIPTIVE statistics ,DISEASE complications ,CHILDREN ,PSYCHOLOGY - Abstract
Purpose: This study addressed the implications of experiencing early speech-language pathologies (SLPs) in kindergarten on special education needs (SEN) and academic outcomes in grade three. Method: Early Development Instrument (EDI) kindergarten data on development and the presence or absence of SLPs were matched with grade three school-system standardised tests of reading, writing and maths, and SEN classification in Ontario, Canada for 59 015 students. Children were classified as having a Persistent speech language pathology (SLP), Remittent SLP, Latent SEN or as a typically developing Control. Result: Even though 72.3% of children's SLPs remitted by grade three, kindergarten SLPs conveyed higher likelihood of having an SEN, and of lower achievement levels in grade three. The degree of impact varied between Persistent and Remittent groups. Children in the Latent group had lower scores in kindergarten on all five EDI domains than Control children. Conclusion: These population level results provide strong evidence to indicate that all children who present with an SLP in kindergarten face further academic challenges, even if their SLP resolves over time. Findings have implications for early intervention and treatment for children with early SLPs. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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16. Overview of the Adaptation Process of the Hungarian National Student Fitness Test to Students with Special Educational Needs.
- Author
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Király, Anita, Kaj, Mónika, Kälbli, Katalin, and Csányi, Tamás
- Subjects
PHYSIOLOGICAL adaptation ,ANALYSIS of variance ,INTERVIEWING ,RESEARCH methodology ,PEOPLE with intellectual disabilities ,PHYSICAL fitness ,RESEARCH funding ,SPECIAL education ,STATISTICS ,T-test (Statistics) ,DATA analysis ,LITERATURE reviews ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Since the academic year of 2014/2015, the Hungarian National Student Fitness Test (NETFIT®) served as the compulsory, health-related, criterion-referenced, institutional fitness assessment in grades 5-12 in Hungary. However, the battery was developed to assess typically developing children; therefore, teachers of children with special educational needs could not always comply with the legal requirements, as the battery could not be conducted in many special schools, and the interpretation of the result was difficult. In 2016, the T.E.S.I. 2020 Strategy (Strategic Actions for Health-Enhancing Physical Education or Testnevelés az Egészségfejlesztésben Stratégiai Intézkedések) was accepted by the Government, commissioning the Hungarian School Sport Federation to accomplish the adaptation. This article details the adaptation process of the NETFIT®, and summarizes the methods and the research outcomes. [ABSTRACT FROM AUTHOR]
- Published
- 2019
17. Intervention for children with word-finding difficulties: a parallel group randomised control trial.
- Author
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Best, Wendy, Hughes, Lucy Mari, Masterson, Jackie, Thomas, Michael, Fedor, Anna, Roncoli, Silvia, Fern-Pollak, Liory, Shepherd, Donna-Lynn, Howard, David, Shobbrook, Kate, and Kapikian, Anna
- Subjects
ANALYSIS of variance ,APHASIC children ,PHONETICS ,RESEARCH funding ,STATISTICAL sampling ,SEMANTICS ,SPECIAL education ,T-test (Statistics) ,RANDOMIZED controlled trials ,TREATMENT effectiveness - Abstract
Purpose: The study investigated the outcome of a word-web intervention for children diagnosed with word-finding difficulties (WFDs). Method: Twenty children age 6-8 years with WFDs confirmed by a discrepancy between comprehension and production on the Test of Word Finding-2, were randomly assigned to intervention (n = 11) and waiting control (n = 9) groups. The intervention group had six sessions of intervention which used word-webs and targeted children's meta-cognitive awareness and word-retrieval. Result: On the treated experimental set (n = 25 items) the intervention group gained on average four times as many items as the waiting control group (d = 2.30). There were also gains on personally chosen items for the intervention group. There was little change on untreated items for either group. Conclusion: The study is the first randomised control trial to demonstrate an effect of word-finding therapy with children with language difficulties in mainstream school. The improvement in word-finding for treated items was obtained following a clinically realistic intervention in terms of approach, intensity and duration. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
18. Evaluating an AAC training for special education teachers in Sri Lanka,a low- and middle-income country.
- Author
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Muttiah, Nimisha, Drager, Kathryn D.R., McNaughton, David, and Perera, Nadini
- Subjects
ANALYSIS of variance ,FACILITATED communication ,RESEARCH methodology ,SPECIAL education ,STATISTICS ,TEACHERS ,STATISTICAL power analysis ,DATA analysis ,EVALUATION of human services programs ,DATA analysis software ,DESCRIPTIVE statistics ,MIDDLE-income countries ,LOW-income countries - Abstract
A majority of people with disabilities live in low- and middle-income countries where communication services for individuals with complex communication needs are scarce. It is essential that communication partners of individuals who have complex communication needs receive training to support communication. To address this issue, the current study evaluated an augmentative and alternative communication training for special education teachers living in a low- and middle-income country, Sri Lanka. The training was based on four key practices identified when training in low- and middle-income countries: investigate learner needs, provide contextually relevant instructional content, use engaging instructional activities, and assess the impact of instructional activities. This investigation implemented an interrupted time-series design with nine teacher-student dyads. Special education teachers were taught to provide evocative communication opportunities. Following the training, all nine special education teachers significantly increased the number of evocative communication opportunities provided to students with complex communication needs. Additionally, all nine students with complex communication needs significantly increased their number of communication turns. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
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19. Effectiveness of vocabulary intervention for older children with (developmental) language disorder.
- Author
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Wright, Lisa, Pring, Tim, and Ebbels, Susan
- Subjects
TREATMENT of language disorders ,ANALYSIS of variance ,AUTISM ,EXPERIMENTAL design ,LANGUAGE acquisition ,RESEARCH funding ,SPECIAL education ,SPEECH therapists ,SPEECH therapy ,VOCABULARY ,EFFECT sizes (Statistics) ,CHILDREN - Abstract
Abstract: Background: Children with developmental language disorder (DLD) frequently have difficulties with word learning and understanding vocabulary. For these children, this can significantly impact on social interactions, daily activities and academic progress. Although there is literature providing a rationale for targeting word learning in such children, there is little evidence for the effectiveness of specific interventions in this area for children with identified DLD. Aims: To establish whether direct one‐to‐one intervention for children with DLD over 9 years of age leads to improved abilities to identify, comprehend, define, and use nouns and verbs targeted in intervention as compared with non‐targeted control items and whether or not the participants’ rating of their own knowledge of the words changes with intervention. Methods & Procedures: Twenty‐five children and young people with language disorder (aged 9;4–16;1) participated in the study: 18 with DLD and seven with a language disorder associated with autism spectrum disorder (ASD). Two assessments of different levels were created: a higher ability (less frequent words) and a lower ability (more frequent words). Participants’ speech and language therapists (SLTs) decided which level would be the most appropriate for each participant. Four tasks were carried out as part of the assessment and the scores were used to identify which words each participant worked on. Participants received one 30‐min session per week one‐to‐one with their own SLT for 7 weeks, plus a 5‐min revision session in between each main session. During each of the first five sessions, participants learned two new words; the two final sessions were spent revising the 10 words which had been targeted. Outcomes & Results: Post‐intervention assessment showed an increase in scores for both treated and control words. However, progress on treated words was significantly greater than on control words (
d = 1.07), indicating effectiveness of intervention. The difference between progress on targeted and control words was found both for nouns (d = 1.29) and verbs (d = 0.64), but the effect size was larger for nouns. Whether or not the participants had an associated ASD did not affect the results. The children's self‐rating of their knowledge of the targeted words was also significantly higher than for control words post‐intervention. Conclusions & Implications: The intervention delivered one‐to‐one by the participants’ usual SLT was effective in teaching new vocabulary to older children with language disorders. This shows that older children with language disorders can make progress with direct one‐to‐one intervention focused on vocabulary. [ABSTRACT FROM AUTHOR]- Published
- 2018
- Full Text
- View/download PDF
20. Teacher–child relationships and classroom‐learning behaviours of children with developmental language disorders.
- Author
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Rhoad‐Drogalis, Anna, Justice, Laura M., Sawyer, Brook E., and O'Connell, Ann A.
- Subjects
ANALYSIS of variance ,CHILD behavior ,STATISTICAL correlation ,LANGUAGE & languages ,LANGUAGE disorders ,LEARNING strategies ,LONGITUDINAL method ,MATHEMATICAL models ,MULTIVARIATE analysis ,PROBABILITY theory ,REGRESSION analysis ,RESEARCH funding ,SCALE analysis (Psychology) ,SCHOOL environment ,SELF-efficacy ,SPECIAL education ,TEACHER-student relationships ,MATHEMATICAL variables ,THEORY ,DESCRIPTIVE statistics - Abstract
Abstract: Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher–child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom‐learning behaviours. Aims: To examine the association between the quality of teacher–child relationships and teacher‐rated classroom‐learning behaviours of children with DLDs in both preschool and kindergarten. Methods & Procedures: Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher–child relationship quality was assessed in preschool, and children's classroom‐learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher–child relationship quality and children's concurrent and future classroom‐learning behaviours. Outcomes & Results: Positive teacher–child relationship quality in preschool was associated with better classroom‐learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher–child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom‐learning behaviours during preschool. Teacher–child conflict but not closeness was predictive of children's classroom‐learning behaviours in kindergarten. Conclusions & Implications: These results suggest that the quality of the teacher–child relationship for children with DLDs during preschool is associated within their learning‐related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher–child relationships should be explored as a mechanism for improving the learning‐related behaviours of children with DLDs. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
21. A Study Examining the Extent of Including Competencies of Inclusive Education in the Preparation of Special Education Teachers in Saudi Universities.
- Author
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Alquraini, Turki Abduallh S. and Rao, Shaila M.
- Subjects
UNIVERSITIES & colleges ,ANALYSIS of variance ,MAINSTREAMING in special education ,QUESTIONNAIRES ,SPECIAL education ,TEACHER development ,NATIONAL competency-based educational tests ,DESCRIPTIVE statistics - Abstract
Educators all over the world are trying to revise and/or build their teacher education programmes to ensure pre-service teachers working on their teaching credentials are competent and ready to manage classrooms from day one. This study surveyed 179 faculty from 30 colleges and universities in Saudi Arabia to find out the extent to which they agreed that their coursework included various skills and knowledge sets leading to competent teachers. Teacher education programmes offering special education teacher preparation programmes at undergraduate level strive to base their curriculum on standards recommended by Council for Exceptional Children. The results showed a moderately strong agreement on most items under the various competency areas. Academic ranks of faculty did not have any significant effect on the extent of agreement. However, faculty from newer programmes, and those with degrees obtained in Saudi Arabia showed a better agreement. This article discusses findings, implications for the special education teacher preparation programmes in Saudi universities, and recommendations for future research. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
22. Comparing Children with ASD and Their Peers' Growth in Print Knowledge.
- Author
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Dynia, Jaclyn, Brock, Matthew, Logan, Jessica, Justice, Laura, and Kaderavek, Joan
- Subjects
ANALYSIS of variance ,AUTISM ,CHI-squared test ,COMPARATIVE studies ,STATISTICAL correlation ,LANGUAGE & languages ,LITERACY ,LONGITUDINAL method ,PROBABILITY theory ,READING ,RESEARCH funding ,SPECIAL education ,MATHEMATICAL variables ,EARLY intervention (Education) ,STATISTICAL models ,DESCRIPTIVE statistics - Abstract
Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills-particularly print knowledge-might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
23. TeenACE for Science Using Multimedia Tools and Scaffolds to Support Writing.
- Author
-
Hitchcock, Caryl H., Rao, Kavita, Chuan Chinn Chang, and Yuen, JoAnn W. L.
- Subjects
POVERTY areas ,ANALYSIS of variance ,COMPUTER assisted instruction ,CURRICULUM ,EDUCATION research ,ETHNIC groups ,FOCUS groups ,GOAL (Psychology) ,STUDENTS with disabilities ,INTERPROFESSIONAL relations ,RESEARCH methodology ,METROPOLITAN areas ,MIDDLE school students ,MIDDLE schools ,MULTIMEDIA systems ,PROBABILITY theory ,RURAL conditions ,SCALE analysis (Psychology) ,SCIENCE ,SPECIAL education ,RATING of students ,SURVEYS ,TEACHERS ,WRITING ,QUALITATIVE research ,PILOT projects ,DATA analysis ,FIELD research ,QUANTITATIVE research ,TEACHING methods ,EDUCATIONAL attainment ,PRE-tests & post-tests ,REPEATED measures design ,DATA analysis software ,WORK experience (Employment) ,DESCRIPTIVE statistics ,ADOLESCENCE - Abstract
TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally and linguistically diverse middle school students. Forty-six students in two classrooms that included general and special education students participated in a 12-week intervention during which they wrote multiple science reports. Students used the multimodal features of a productivity software (PowerPoint) to organize pictures and headings, take notes on a cognitive map, type in text, and record their voices narrating what they had written. This mixed methods study utilized pre-post tests and curriculum-based measures to examine quantitative changes. Qualitative measures included surveys and focus groups. Pre-post test results showed that students scored significantly higher on two Woodcock Johnson III subtests (Writing Fluency and Writing Samples) though no significant change was noted on the Editing subtest. Teachers rated the intervention as relevant, useful, and high quality; they reported continued use of the same protocol at a 1-year follow-up. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
24. Building Capacity to Deliver Sex Education to Individuals with Autism.
- Author
-
Curtiss, Sarah and Ebata, Aaron
- Subjects
ALTERNATIVE education ,ANALYSIS of variance ,AUTISM ,CHI-squared test ,CORPORATE culture ,MOTIVATION (Psychology) ,PROBABILITY theory ,PROFESSIONAL employee training ,RESEARCH funding ,SEX education ,SPECIAL education ,SURVEYS ,T-test (Statistics) ,JOB performance ,EDUCATIONAL outcomes ,EVALUATION of human services programs - Abstract
The article discusses the formation of a workshop for training professionals in human sexuality education in order to develop a build capacity to teach sex education to individuals with autism spectrum disorder. The workshop evaluates the reason why participants attended the workshop, their work environment issues and the effect of training program on their instructional behavior and perceptions of readiness.
- Published
- 2016
- Full Text
- View/download PDF
25. A comparative study of educational provision for children with neurogenetic syndromes: parent and teacher survey.
- Author
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Reilly, C., Senior, J., and Murtagh, L.
- Subjects
NEUROGENETICS ,SPECIAL education ,FRAGILE X syndrome ,COMPARATIVE education ,TEACHER attitudes ,PRADER-Willi syndrome ,CHILDREN ,EDUCATIONAL standards ,BRITISH education system ,EDUCATION ,ANALYSIS of variance ,CHI-squared test ,COMPARATIVE studies ,FISHER exact test ,MAINSTREAMING in special education ,PEOPLE with intellectual disabilities ,PARENTS ,QUESTIONNAIRES ,SEX distribution ,STATISTICS ,TEACHERS ,WILLIAMS syndrome ,LOGISTIC regression analysis ,DATA analysis ,PARENT attitudes ,COLLEGE teacher attitudes ,DIGEORGE syndrome ,DESCRIPTIVE statistics ,ODDS ratio - Abstract
Background A number of neurogenetic syndromes have a high association with special educational needs including fragile X syndrome (FXS), Prader-Willi syndrome (PWS), Williams syndrome (WS) and Velo-Cardio-Facial syndrome (VCFS). There is a paucity of research on educational provision for children affected by these syndromes. Method Parents (n =381) and teachers (n= 204) of school-aged children with one of the four syndromes in the UK and Ireland were surveyed in a range of areas concerning the child's educational provision. Areas surveyed included school placement, views on the needs of children with the syndromes, desired changes to current provision and perceived teacher knowledge. Results School placement in mainstream settings decreased with age in all of the syndromes. Males with the syndromes were more likely to be in specialised educational settings with the exception of WS. Teachers reported limited input on initial or subsequent training for all of the syndromes. The majority of teachers did not view the needs of children with syndromes as different from other children with intellectual disability (ID) although there were significant differences between the syndromes. Changes deemed necessary to provision by parents and teachers differed between the syndromes indicating the existence of perceptions of syndrome specific needs. The lowest perceived level of teacher knowledge was in the VCFS group. Conclusion The majority of teachers of children with neurogenetic syndromes report limited knowledge of the syndromes, but also a lack of belief that the children's needs are different from the majority of children with ID. Differences between the syndromes in some areas of provision suggest that a child's syndrome does impact on educational provision in some areas. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
26. Matrix for assessment of activities and participation: Measuring functioning beyond diagnosis in young children with disabilities.
- Author
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Castro, Susana and Pinto, Ana
- Subjects
ANALYSIS of variance ,CLUSTER analysis (Statistics) ,STATISTICAL correlation ,RELIABILITY (Personality trait) ,RESEARCH evaluation ,RESEARCH funding ,SCALE analysis (Psychology) ,SPECIAL education ,STATISTICS ,T-test (Statistics) ,TEACHERS ,DATA analysis ,DISABILITIES ,CHILDREN with disabilities ,EFFECT sizes (Statistics) ,DATA analysis software ,FUNCTIONAL assessment ,DESCRIPTIVE statistics ,MANN Whitney U Test ,KRUSKAL-Wallis Test - Abstract
Objective: (i) To study the functioning patterns of young children with disabilities compared with typically developing children, using a new ICF-CY based tool - the Matrix for Assessment of Activities and Participation; (ii) study the factors that predict these functioning patterns. Methods: The MAAP tool was administered to three groups of children: (i) with autism, (ii) with other types of disabilities and (iii) typically developing. Results: Cluster analysis showed that children group according to the severity of their functioning profile and not according to the diagnostic category in which they were classified. Multiple regression analysis showed that a model comprising the environmental factors and the level of engagement in different routines of the child is a good predictor of these children's functioning patterns. Conclusion: These results support a functional approach to disability instead of the traditional medical model approach, underlining the role of engagement and environment in determining functioning. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
27. Parental Judgments of Early Childhood Intervention Personnel Practices: Applying a Consumer Science Perspective.
- Author
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Bruder, Mary Beth and Dunst, Carl J.
- Subjects
SPECIAL education ,MEDICAL personnel ,ANALYSIS of variance ,ASIANS ,BLACK people ,CHI-squared test ,PSYCHOLOGY of parents ,PROBABILITY theory ,QUESTIONNAIRES ,RESEARCH funding ,SURVEYS ,TEACHER-student relationships ,WHITE people ,PATIENTS' families ,DESCRIPTIVE statistics ,EVALUATION - Abstract
Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children’s primary service providers. Parents were asked to make judgments of the confidence and competence of the practitioners in six practice areas (family-centered practices, teaming and collaboration, child assessments and evaluations, instructional practices, Individualized Family Service Plans [IFSPs] or Individualized Education Programs [IEPs], and natural environments and inclusion practices). Results indicated that the parents rated the practitioners as more confident than competent when using practices, and that the degree of parent involvement in early intervention or preschool special education was related to variations in parents’ perceived judgments. Implications for evaluating early childhood intervention service quality from a consumer science perspective are described. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
28. The Preschool Early Literacy Indicators: Validity and Benchmark Goals.
- Author
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Kaminski, Ruth A., Abbott, Mary, Bravo Aguayo, Katherine, Latimer, Rachael, and Good, Roland H.
- Subjects
ANALYSIS of variance ,ASIANS ,BENCHMARKING (Management) ,BLACK people ,CONCEPTUAL structures ,EDUCATIONAL tests & measurements ,HISPANIC Americans ,QUESTIONNAIRES ,SPECIAL education ,VIDEO recording ,WHITE people ,LOGISTIC regression analysis ,EARLY intervention (Education) ,QUANTITATIVE research ,INTER-observer reliability ,RECEIVER operating characteristic curves ,RESEARCH methodology evaluation ,DESCRIPTIVE statistics - Abstract
Assessment is at the center of a decision-making model within a Response to Intervention (RTI) framework. Assessments that can be used for universal screening and progress monitoring in early childhood RTI models are needed that are both psychometrically sound and appropriate to meet developmental needs of young children. The Preschool Early Literacy Indicators (PELI), an assessment tool developed for screening and for progress monitoring, was designed to incorporate psychometrically sound assessment practices within an authentic assessment format. The current study provides data on concurrent and predictive validity of the PELI as well as analyses leading to the development of preliminary benchmark goals on the PELI. The PELI demonstrates significant differences in performance by age and growth in early literacy and language skills across the preschool years. Correlations between the PELI and criterion measures of similar skills are moderate to strong and predictive probabilities with respect to outcome measures are moderate to strong. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
29. Authentic Assessment as “Best Practice” for Early Childhood Intervention: National Consumer Social Validity Research.
- Author
-
Bagnato, Stephen J., Goins, Deborah D., Pretti-Frontczak, Kristie, and Neisworth, John T.
- Subjects
ANALYSIS of variance ,STATISTICAL correlation ,DEVELOPMENTAL disabilities ,MULTIVARIATE analysis ,QUESTIONNAIRES ,RESEARCH evaluation ,SCHOOL administrators ,SPECIAL education ,T-test (Statistics) ,WHITE people ,EARLY intervention (Education) ,RESEARCH methodology evaluation ,COLLEGE teacher attitudes ,DESCRIPTIVE statistics - Abstract
The early childhood professionals recognize the limitations of conventional testing with young children. This recognition has given rise to Authentic Assessment, now recognized officially as best practice by the major professional organizations. However, no national studies have been conducted to document the comparative qualities of either authentic or conventional approaches—according to meaningful external standards. Based on a national Internet survey of professionals, we report details of a social validity study of common measurement methods on eight operationally defined standards for developmentally appropriate assessment linked to professionally sanctioned practice standards and indicators. Approximately 1,500 professional responses reveal higher quality appraisals for authentic assessment over conventional testing methods for early childhood intervention purposes. Based on these results, we offer recommendations to advance valid, sensible, and contextually appropriate assessment for early childhood intervention. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
30. Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
- Author
-
O'Connor, Rollanda E., Bocian, Kathleen M., Sanchez, Victoria, and Beach, Kristen D.
- Subjects
EARLY medical intervention ,ANALYSIS of variance ,CONCEPTUAL structures ,CONFIDENCE intervals ,EDUCATION research ,ENGLISH as a foreign language ,LONGITUDINAL method ,MULTIVARIATE analysis ,READING ,RESEARCH ,RESEARCH funding ,SCHOOL children ,STATISTICS ,TEACHING aids ,LEARNING theories in education ,INTER-observer reliability ,CASE-control method ,DESCRIPTIVE statistics ,ODDS ratio ,CHILDREN - Abstract
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with 208 cohort peers who were average readers and 102 historical control condition second grade poor readers who did not receive Tier 2 intervention. Results demonstrated significant effects on reading achievement for access to RtI in kindergarten at the end of first grade (effects averaged 0.48), but not in second grade, except for students who were English language learners (ELLs), who showed an advantage through the end of second grade. Students with access to RtI overall had significantly higher outcomes at the end of Grade 2 than students in the historical control, with no differences resulting from ELL status. No significant difference in the proportion of students placed in special education was noted; however, a greater proportion of the students found eligible as with learning disabilities had poor reading scores if they were placed after participating in RtI. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
31. Evaluating NRC's Recommendations for Educating Children with Autism a Decade Later.
- Author
-
Tincani, Matt, Cucchiarra, Maia, Thurman, S., Snyder, Mark, and McCarthy, Catherine
- Subjects
EDUCATION research ,ANALYSIS of variance ,ATTITUDE (Psychology) ,AUTISM ,CONFIDENCE intervals ,EPIDEMIOLOGY ,MULTIVARIATE analysis ,PARENTS of children with disabilities ,QUESTIONNAIRES ,SPECIAL education ,TIME ,QUALITATIVE research ,DATA analysis ,DISABILITIES ,TEACHING methods ,COURSE evaluation (Education) ,PARENT attitudes ,COLLEGE teacher attitudes ,CHILDREN ,EDUCATION associations - Abstract
Background: Over a decade ago, the National Research Council (NRC) published the influential book, Educating Children with Autism. Objective: To survey parents and state-level special education administrators to evaluate how NRC's recommendations, as published in Educating Children with Autism, have impacted educational practices for children with autism in the US. Methods: 149 parents of children with autism and 35 state-level special education administrators from 35 states were surveyed on the degree to which they agreed with NRC's recommendations and the degree to which they believed NRC's recommendations have been implemented. Results: Parents and administrators agreed with most NRC recommendations; however, disagreements between parents and administrators were evident regarding labeling of students with autism, intensity of services, and training of staff. Conversely, parents and administrators concurred that the recommendations had been poorly to modestly implemented, overall. Lowest levels of implementation were found for training of qualified staff, research-based curricula, and mental health supports for families. Qualitative analysis of parents' comments highlighted that vigorous advocacy was necessary for their children to receive appropriate services consistent with NRC's recommendations. Conclusions: Over a decade following publication of Educating Children with Autism, most of NRC's recommendations have not been fully implemented. Policy makers should focus particular attention on improving professional training, disseminating research-based practices, and providing mental health supports for families. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
32. Psychosocial Functioning and School Achievement of Children With Mild Intellectual Disability in Polish Special, Integrative, and Mainstream Schools.
- Author
-
Szumski, Grzegorz and Karwowski, Maciej
- Subjects
ACADEMIC achievement evaluation ,SOCIAL skills ,ACHIEVEMENT tests ,ANALYSIS of variance ,CHI-squared test ,COMPARATIVE studies ,CONFIDENCE intervals ,ELEMENTARY schools ,MAINSTREAMING in special education ,PEOPLE with intellectual disabilities ,MULTIVARIATE analysis ,QUESTIONNAIRES ,REGRESSION analysis ,SCHOOL environment ,SPECIAL education ,FAMILY relations ,HOME environment ,PREDICTIVE validity ,DESCRIPTIVE statistics ,CHILDREN - Abstract
The authors sought to assess the effectiveness of integrative and inclusive education in Poland as well as to determine the relations between the psychosocial functioning and school achievement of pupils with mild intellectual disability attending special, integrative, and mainstream schools. Nearly 900 ( n = 859) grade four pupils rated their social and emotional integration within their school and took a school achievement test. Pupils from integrative and mainstream schools achieved significantly higher scores in the school achievement test than pupils from special schools, whereas students from special schools were significantly better integrated emotionally and socially than integrative and mainstream school students. Additionally, emotional integration was a positive predictor for school achievement of pupils attending special schools. Among pupils attending integrative and mainstream schools, the relationship between emotional and social integration and school achievement was more complex and curvilinear: The highest results were achieved by the best and the worst integrated pupils. These findings are discussed in the context of inclusive education theory. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
33. Parental Perceptions of Services Provided for Children with Autism in Jordan.
- Author
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AL Jabery, Mohammad, Arabiat, Diana, AL Khamra, Hatem, Betawi, Iman, and Abdel Jabbar, Sinaria
- Subjects
TREATMENT of autism ,ANALYSIS of variance ,STATISTICAL correlation ,HEALTH services accessibility ,PATIENT satisfaction ,QUESTIONNAIRES ,STATISTICAL sampling ,SCALE analysis (Psychology) ,SPECIAL education ,PARENT attitudes ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Providing formal support for children with autism and their parents is important and mandatory to improve children's abilities and enhance the capabilities of parents. The present study attempted to investigate the perceptions of parents of children with autism regarding the services provided in Jordan. A questionnaire consisting of five sections was designed and distributed to a sample of 60 parents of children with autism (5-18 years old) among four special education institutions in Jordan. The questionnaire addressed five domains: demographics, type and number of received services, methods and difficulties of obtaining services, parents' satisfaction, and parents' perceived needed services. The results revealed that the service delivery system with which parents interacted was composed of multiple places and providers, but had several difficulties. Parents participating in this study expressed an average satisfaction with the received services. Issues pertaining to the cost of services, parents-professional partnerships, and overall quality of services were seen by parents as sources of low satisfaction. On the other hand, parents expressed the need for early intervention, family counseling, and community awareness services. Further suggestions and implications are presented in the study. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
34. Encouraging Pattern Language Development in a Pre-service Inclusive Education Course: A Comparative Study.
- Author
-
Lancaster, Julie and Auhl, Greg
- Subjects
TEACHER education ,ANALYSIS of variance ,COMPARATIVE studies ,INTERPROFESSIONAL relations ,LANGUAGE acquisition ,MAINSTREAMING in special education ,MULTIVARIATE analysis ,PROBLEM solving ,SELF-efficacy ,STUDENT attitudes ,T-test (Statistics) ,ADULT education workshops ,REPEATED measures design ,DESCRIPTIVE statistics - Abstract
This study investigated the ability of students in a pre-service teacher education course to deploy pattern language (or professional lexicon) related to specific inclusive teaching strategies. The study sought to determine whether there were differential effects of two approaches to learning, one based on a field-based placement (Applied Experience) and the other employing an embedded course design approach (Embedded Design). The results indicate that pattern language frequency and sophistication increased significantly over time. Results also indicate that pre-service teachers’ use and sophistication of pattern language differed according to the structure of the university learning approach employed. The findings are discussed within the context of Embedded Design theory and the role of Applied Experience in pre-service inclusive education, as well as within the context of building more rigorous teacher preparation programmes. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
35. Examining How Students With Diverse Abilities Use Diagrams to Solve Mathematics Word Problems.
- Author
-
van Garderen, Delinda, Scheuermann, Amy, and Jackson, Christa
- Subjects
PROBLEM solving methodology ,ANALYSIS of covariance ,ANALYSIS of variance ,STATISTICAL correlation ,STUDENTS with disabilities ,INTELLIGENCE tests ,INTERVIEWING ,MATHEMATICS ,RESEARCH funding ,STATISTICS ,T-test (Statistics) ,TEACHING aids ,DATA analysis ,DESCRIPTIVE statistics ,CHILDREN - Abstract
This study examined students’ understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 (N = 95) participated. Students were presented with novel mathematical word problem-solving tasks and interviewed for their understanding of diagrams for solving problems. Scoring rubrics were designed to assess for levels of problem-solving performance, evidence of diagram use, type of diagram generated, how the diagram was used to solve problems, their definition of a diagram, and their reason for why a diagram can be used to solve problems. Results indicated that students with LD typically generated diagrams of a poorer nature and used them in a less strategic manner than their peers. Concerns regarding the impact of content knowledge on the quality of diagram generation as well as implications regarding instruction to use diagrams to understand and solve problems are discussed. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
36. Associations Among Name Writing and Alphabetic Skills in Prekindergarten and Kindergarten Children At Risk of School Failure.
- Author
-
Diamond, Karen E. and Baroody, Alison E.
- Subjects
WRITING evaluation ,ANALYSIS of variance ,CHI-squared test ,LITERACY ,QUESTIONNAIRES ,RESEARCH funding ,RISK assessment ,SCHOOL failure ,SPECIAL education ,DATA analysis software ,DESCRIPTIVE statistics ,CHILDREN - Abstract
Associations among children’s writing and alphabetic skills were examined in a sample of 502 prekindergarten children who were at risk of academic failure because they came from poor families, spoke a language other than English at home, or had an identified disability. In this sample of children at risk of school failure, 16% had an identified disability and an Individualized Education Plan (IEP). Children’s name writing skills in prekindergarten were compared with their letter knowledge and word decoding skills in prekindergarten and kindergarten. Two writing scores reflected the overall quality of children’s writing and children’s use of letters. By the end of prekindergarten, almost half of children wrote their first names correctly, and two thirds used only letters when writing their name. Children’s name writing in prekindergarten was associated, concurrently, with letter and word decoding skills. Children’s use of letters when writing their name in prekindergarten predicted growth of emergent literacy skills related to letter knowledge and to decoding and identifying words, even if the name was not written entirely correctly. While children who had an IEP had, on average, slightly lower levels of achievement than their peers, the pattern of associations among variables was similar for all children. Results are discussed in relation to the use of writing as a tool that teachers and interventionists can use in understanding and promoting children’s early literacy skills. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
37. Accelerating Chronically Unresponsive Children to Tier 3 Instruction: What Level of Data Is Necessary to Ensure Selection Accuracy?
- Author
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Compton, Donald L., Gilbert, Jennifer K., Jenkins, Joseph R., Fuchs, Douglas, Fuchs, Lynn S., Cho, Eunsoo, Barquero, Laura A., and Bouton, Bobette
- Subjects
EARLY intervention (Education) ,DIAGNOSIS of learning disabilities ,READING disability diagnosis ,ANALYSIS of variance ,BEHAVIORAL assessment ,COMPARATIVE studies ,STATISTICAL correlation ,LONGITUDINAL method ,MATHEMATICAL models ,REFERENCE values ,RESEARCH funding ,STATISTICAL sampling ,SCHOOL children ,SPECIAL education ,STATISTICS ,RATING of students ,LOGISTIC regression analysis ,ELIGIBILITY (Social aspects) ,GROUP process ,DISABILITIES ,SECONDARY analysis ,SCHOOL entrance requirements ,PREDICTIVE validity ,CONTROL groups ,DESCRIPTIVE statistics ,EVALUATION ,CHILDREN - Abstract
Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and small-group intervention (Tier 2) before becoming eligible for the most intensive intervention (Tier 3). The purpose of this article was to determine how to predict accurately which at-risk children will be unresponsive to Tiers 1 and 2, thereby allowing unresponsive children to move directly from Tier 1 to Tier 3. As part of an efficacy study of a multitier RTI approach to prevention and identification of reading disabilities (RD), 129 first-grade children who were unresponsive to classroom reading instruction were randomly assigned to 14 weeks of small-group, Tier 2 intervention. Nonresponders to this instruction (n = 33) were identified using local norms on first-grade word identification fluency growth linked to a distal outcome of RD at the end of second grade. Logistic regression models were used to predict membership in responder and nonresponder groups. Predictors were entered as blocks of data from least to most difficult to obtain: universal screening data, Tier 1 response data, norm referenced tests, and Tier 2 response data. Tier 2 response data were not necessary to classify students as responders and nonresponders to Tier 2 instruction, suggesting that some children can be accurately identified as eligible for Tier 3 intervention using only Tier 1 data, thereby avoiding prolonged periods of failure to instruction. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
38. Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities.
- Author
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Angell, Maureen E., Nicholson, Joanna K., Watts, Emily H., and Blum, Craig
- Subjects
TREATMENT of developmental disabilities ,BEHAVIOR modification ,ANALYSIS of variance ,AUTISM ,FAMILIES ,INTERVIEWING ,CASE studies ,INTELLECTUAL disabilities ,REINFORCEMENT (Psychology) ,ROLE playing ,SPECIAL education ,VISUAL perception ,INTER-observer reliability - Abstract
An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
39. The Nature, Extent and Causes of Abuse of Children with Disabilities in Schools in Botswana.
- Author
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Shumba, Almon and Abosi, OkeyC.
- Subjects
CHILD abuse & psychology ,ANALYSIS of variance ,ATTITUDE (Psychology) ,STATISTICAL correlation ,HEARING disorders in children ,QUESTIONNAIRES ,SCHOOLS ,SPECIAL education ,VISION disorders in children ,DISABILITIES ,CHILDREN with disabilities - Abstract
Studies show that the exact number of children with disabilities in Botswana is unknown. A study on child abuse sought to determine: the forms of child abuse perpetrated on children with disabilities; the extent of child abuse; and the causes of child abuse of children with disabilities. A questionnaire on child abuse was adapted and used to collect data in this study. Participants comprised a sample of 31 pupils with disabilities (15 children with vision impairment and 16 children with hearing impairment) selected from special schools in Botswana. The study found that the majority of participants were involved in doing domestic chores. They were also sexually, physically and emotionally abused by their teachers. This study showed that children with disabilities were vulnerable to child abuse in their schools. [ABSTRACT FROM PUBLISHER]
- Published
- 2011
- Full Text
- View/download PDF
40. Perceptions of Pediatric Physical Therapists and Physical Educators on Classifying Learning Styles of Children and Adolescents With Cerebral Palsy.
- Author
-
Smits, Dirk-Wouter, Verschuren, Olaf, Gorter, Jan Willem, Lindeman, Eline, Jongmans, Marian, and Ketelaar, Marjolijn
- Subjects
EMPLOYEE reviews ,ABILITY ,ANALYSIS of variance ,ATTITUDE (Psychology) ,CHILDREN with cerebral palsy ,COGNITIVE styles ,COMMUNICATION ,EXPERIENCE ,MOTOR ability ,MYERS-Briggs Type Indicator ,OCCUPATIONAL therapists ,OCCUPATIONAL therapy for children ,PHYSICAL therapists ,PHYSICAL therapy for children ,RESEARCH funding ,SPECIAL education ,TRAINING ,DECISION making in clinical medicine ,QUALITATIVE research ,QUANTITATIVE research ,THEMATIC analysis ,REHABILITATION of children with disabilities ,MEDICAL coding ,CHILDREN - Abstract
The purpose of this study was to examine professionals' perceptions on classifying learning styles in the context of teaching motor activities to children and adolescents with cerebral palsy (CP). The participants were 21 pediatric physical therapists (PPTs) and seven physical educators (PEs) in three schools for special education in The Netherlands. All participants were introduced to the key descriptions of two existing learning style instruments (Kolb's Learning Style Inventory and Myers-Briggs Type Indicator), applied them to children and adolescents with CP, and reported their perceptions in written surveys. This study had a mixed-methods design. Quantitative and qualitative data analyses showed that PPTs and PEs are mostly positive about the idea of classifying learning styles in the context of teaching motor activities to children and adolescents with CP, giving three main reasons: individual approach, professional communication, and treatment awareness. Additionally, qualitative data analysis showed that the key descriptions of the two learning style instruments were not feasible as classifications for children and adolescents with CP. It is therefore recommended that other learning style classification instruments should be explored and that possibly a new learning style classification instrument should be developed in the context of teaching motor activities to children and adolescents with CP. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
41. Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education.
- Author
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Leyser, Yona, Zeiger, Tali, and Romi, Shlomo
- Subjects
ANALYSIS of variance ,STATISTICAL correlation ,INFERENCE (Logic) ,MULTIVARIATE analysis ,RESEARCH funding ,SCALE analysis (Psychology) ,SELF-efficacy ,SPECIAL education ,STATISTICS ,TEACHERS ,DATA analysis ,JOB performance ,NATIONAL competency-based educational tests - Abstract
The impact of three variables on the self-efficacy of 992 general and special education preservice teachers was examined. These variables were years of preservice education, experience with children with special educational needs, and training in inclusion or exceptional education. All participants responded to a teacher self-efficacy scale that measured four factors. Findings revealed a main effect for years of preservice education and for major of the academic degree. The main effect for years of preservice education was found only for efficacy for social relations. The main effect for degree major revealed that special education majors had significantly higher scores than regular education majors, on all four factors. A significant main effect for experience and major was also found. Students with much and some experience had significantly higher scores than students with no experience on two factors. Intensity of training was associated with self-efficacy. Students with much and some training had significantly higher scores than students with no training on all four factors. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]
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- 2011
- Full Text
- View/download PDF
42. What Do We Know about the Economic Impact of Fetal Alcohol Spectrum Disorder? A Systematic Literature Review.
- Author
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Popova, Svetlana, Stade, Brenda, Bekmuradov, Dennis, Lange, Shannon, and Rehm, Jürgen
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SPECIAL education ,RESIDENTIAL care ,FETAL alcohol syndrome ,ANALYSIS of variance ,CINAHL database ,ECONOMIC aspects of diseases ,ERIC (Information retrieval system) ,HOME care services ,INFORMATION storage & retrieval systems ,MEDICAL databases ,MEDICAL information storage & retrieval systems ,PSYCHOLOGY information storage & retrieval systems ,MEDICAL care costs ,MEDLINE ,ONLINE information services ,WORLD health ,ECONOMICS - Abstract
Aims: The objective of this study was to conduct a systematic review of the literature related to the measurement of the economic impact of Fetal Alcohol Spectrum Disorder (FASD) in different countries and to categorize the available literature. Methods: A systematic literature search of the studies concerning the economic impact of FASD was conducted using multiple electronic bibliographic databases. Results: The literature on the economic burden of FASD is scarce. There are a limited number of studies found in Canada and the USA, and data from the rest of the world are absent. Existing estimates of the economic impact of FASD demonstrate significant cost implications on the individual, the family and society. However, these estimates vary considerably due to the different methodologies used by different studies. Conclusion: Limitations and gaps in the existing methodologies of calculating the economic costs of FASD are discussed. It is evident that there is an urgent need to develop a comprehensive and sound methodology for calculating the economic impact of FASD to the society. [ABSTRACT FROM AUTHOR]
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- 2011
- Full Text
- View/download PDF
43. Utility of Oral Reading and Retell Fluency in Predicting Proficiency on the Montana Comprehensive Assessment System.
- Author
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Atkins, Trent L. and Cummings, Kelli D.
- Subjects
ACHIEVEMENT tests ,ANALYSIS of variance ,STATISTICAL correlation ,LONGITUDINAL method ,READING ,REGRESSION analysis ,RURAL conditions ,SCHOOL children ,SPECIAL education ,SECONDARY analysis ,PREDICTIVE validity ,EDUCATIONAL outcomes ,EARLY medical intervention ,DATA analysis software ,CHILDREN - Abstract
The purpose of this study was to document the relationship between two commonly-used indicators of reading proficiency (i.e., Oral Reading Fluency [ORF] and Retell Fluency [RTF]) and two reading outcome tests in the state of Montana. Third and fourth grade students were assessed over 1 school year (2005-2006). Each student was assessed at three time points (fall, winter, and spring) with both the ORF and RTF measures. In addition, students participated in the standard, end-of-year, state comprehensive reading assessment. Both indicators displayed strong correlations with the criterion tests at the end of the school year. RTF added a small portion of unique variance explained to end-of-year outcomes when the raw scores (rather than ratio scores) were used. We highlight the way in which the ORF and RTF measures might be used together as efficient, economical predictors of important reading outcomes. We also provide information regarding the way in which the findings from this study impact special education services in rural settings. [ABSTRACT FROM AUTHOR]
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- 2011
- Full Text
- View/download PDF
44. Perception of what works for teachers of students with EBD in mainstream and special schools in Hong Kong.
- Author
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Chong, Stella S. C. and Ng, Kitty K. W.
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BEHAVIOR disorders ,AGGRESSION (Psychology) ,ANALYSIS of variance ,BEHAVIOR disorders in children ,PHILOSOPHY of education ,FOCUS groups ,INTERVIEWING ,LONGITUDINAL method ,SCHOOLS ,SPECIAL education ,TEACHERS ,QUALITATIVE research ,TEACHING methods ,CLASSROOM research ,SPECIAL education schools ,CHILDREN ,PREVENTION - Abstract
This study focuses on teachers' perception of what works for them in managing students with emotional and behavioral difficulties (EBD). The main purpose is to compare the current findings in mainstream schools with the study that was conducted in special schools in 2006-2007 to see if there are any discrepancies of approaches implemented by teachers. This recent study was carried out in 11 mainstream schools involving 102 teachers. It is compared to the seven special schools with 89 teachers. Focus group interviews with the same open-ended questions were adopted for both studies. Findings indicated that the majority of the strategies perceived by both groups of teachers as helpful were very similar, and they can be classified under eight major categories. In collating all the approaches deemed supportive in working with EBD students, a holistic conceptual framework is delineated to address the complexities of managing emotional and behavioral disturbances. [ABSTRACT FROM AUTHOR]
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- 2011
- Full Text
- View/download PDF
45. Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism.
- Author
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Ruble, Lisa A., Usher, Ellen L., and McGrew, John H.
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ANALYSIS of variance ,AUTISM ,PSYCHOLOGICAL burnout ,STATISTICAL correlation ,STUDENTS with disabilities ,SELF-efficacy ,SELF-evaluation ,SPECIAL education ,PSYCHOLOGY of teachers - Abstract
Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. [ABSTRACT FROM AUTHOR]
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- 2011
- Full Text
- View/download PDF
46. Evaluating the Empowered Curriculum for Adolescents with Visual Impairments.
- Author
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Levin, Darren S. and Rotheram-Fuller, Erin
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ABILITY ,ANALYSIS of variance ,ATTITUDE (Psychology) ,AUTONOMY (Psychology) ,BRAILLE ,STATISTICAL correlation ,EXPERIENTIAL learning ,FACTOR analysis ,FAMILIES ,STUDENTS with disabilities ,LONGITUDINAL method ,RESEARCH methodology ,RESEARCH evaluation ,SELF-efficacy ,SELF-perception testing ,SELF-report inventories ,SPECIAL education ,STUDENT attitudes ,TEACHER attitudes ,VISION disorders ,TRAINING ,JUDGMENT sampling ,DISABILITIES ,ASSISTIVE technology ,COURSE evaluation (Education) ,REPEATED measures design ,RESEARCH methodology evaluation ,PSYCHOLOGY - Abstract
The study reported here evaluated a self-determination intervention using the empowered curriculum for students with visual impairments. The perceptions of students, family members, and teachers of the usefulness of the chosen curriculum were also evaluated. Despite design limitations, the qualitative data suggest that the students enjoyed the empowered curriculum and found it to be useful. [ABSTRACT FROM AUTHOR]
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- 2011
- Full Text
- View/download PDF
47. Associations Between Academic and Motor Performance in a Heterogeneous Sample of Children With Learning Disabilities.
- Author
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Jelle Vuijk, Pieter, Hartman, Esther, Mombarg, Remo, Scherder, Erik, and Visscher, Chris
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ACADEMIC achievement ,ANALYSIS of variance ,CHI-squared test ,COMPARATIVE studies ,COMPUTER software ,INTELLECT ,LEARNING disabilities ,MOTOR ability ,DATA analysis ,EFFECT sizes (Statistics) - Abstract
A heterogeneous sample of 137 school-aged children with learning disabilities (IQ > 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual dexterity, 40.9% on ball skills, and 33.7% on balance skills. Furthermore, after controlling for IQ, significant small to moderate partial correlations were found between spelling and mathematics and the MABC total score, as well as small to moderate correlations between mathematics and balance, between reading and ball skills, and between spelling and manual dexterity. The present findings are compared with previously reported results obtained in more homogenous groups, and based on the resultant relationships between academic performance and motor development, recommendations for future motor intervention studies are made. [ABSTRACT FROM PUBLISHER]
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- 2011
- Full Text
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48. Paraeducator Training Materials to Facilitate Inclusive Education: Initial Field-Test Data.
- Author
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Giangreco, Michael F., Backus, Linda, CichoskiKelly, Eileen, Sherman, Priscilla, and Mavropoulos, Yannis
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ACADEMIC achievement evaluation ,TEACHER education ,EDUCATIONAL evaluation ,TEACHING aids ,ANALYSIS of variance ,CHI-squared test ,CURRICULUM ,EXPERIENTIAL learning ,MAINSTREAMING in special education ,RESEARCH methodology ,RESEARCH funding ,SCALE analysis (Psychology) ,SPECIAL education ,SUPERVISION of employees ,T-test (Statistics) ,FIELD research ,QUANTITATIVE research ,COURSE evaluation (Education) - Abstract
This study presents initial field-test evaluation feedback on training materials designed to help prepare paraeducators to assist in the provision of special education in inclusive schools. Feedback was collected from 213 paraeducators who participated in the course, Paraeducator Entry-Level Training for Supporting Students with Disabilities, 105 who participated in the course, Supporting Students with Challenging Behaviors: A Paraeducator Curriculum, and the 23 instructors who taught a combined total of 20 sections of these courses in a variety of formats (e.g., face-to-face, interactive TV, intensive summer institute). Findings indicated that paraeducators gained new knowledge, perspectives, and skills that had direct application in their work. Both paraeducators and course instructors rated the materials favorably and provided feedback to improve them. Implications are offered for infusing paraeducator content into school-based staff development as well as training programs for prospective special and general education teachers. [ABSTRACT FROM AUTHOR]
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- 2011
- Full Text
- View/download PDF
49. Improving foster children's school achievements.
- Author
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Tideman, Eva, Vinnerljung, Bo, Hintze, Kristin, and Isaksson, Anna Aldenius
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ACADEMIC achievement ,ANALYSIS of variance ,COGNITION ,COMPUTER software ,EDUCATIONAL tests & measurements ,FOSTER children ,FOSTER home care ,GOAL (Psychology) ,MATHEMATICS ,NEEDS assessment ,HEALTH outcome assessment ,PSYCHOLOGISTS ,READING ,RESEARCH funding ,SCHOOL children ,SPECIAL education ,T-test (Statistics) ,TEACHER-student relationships ,TEACHERS ,DATA analysis ,VISUAL analog scale ,PRE-tests & post-tests ,EDUCATIONAL outcomes - Abstract
Eva Tideman, Bo Vinnerljung, Kristin Hintze and Anna Aldenius Isaksson report on the results of a Swedish project aimed at improving foster children's school achievements. Standardised psychological and pedagogical instruments were used for assessing each individual foster child's potential, her or his educational service needs, and for tailoring the individualised educational and psychological support that was provided for two years. After this period, the 25 children included in the project were re-tested with the same instruments. Post-intervention test results were compared to pre-intervention scores for assessing outcomes. Results showed significant gains in IQ (as measured by WISC-III), reading and spelling skills, but weaker, non-significant improvements in maths skills. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
50. 'I want support, not comments': children's perspectives on supports in their life.
- Author
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Mortier, Kathleen, Desimpel, Lore, De Schauwer, Elisabeth, and Van Hove, Geert
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ANALYSIS of variance ,ATTITUDE (Psychology) ,COMPUTER software ,FOCUS groups ,INTERVIEWING ,RESEARCH methodology ,PSYCHOLOGY of children with disabilities ,STATISTICAL sampling ,SELF-perception ,SPECIAL education ,STATISTICS ,JUDGMENT sampling ,DATA analysis ,DISABILITIES ,SOCIAL support ,CHILDREN - Abstract
Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho-emotional repercussions, and are less focused on addressing disabling barriers. The children's accounts demonstrate the ambiguous and situated nature of supports, and the need for the children to be able to direct supports as 'chief partners' in the inclusion process. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
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