Article
Education, Special
Kaitlyn M. Price, Karen G. Wigg, Virginia L. Misener, Antoine Clarke, Natalie Yeung, Kirsten Blokland, Margaret Wilkinson, Elizabeth N. Kerr, Sharon L. Guger, Maureen W. Lovett, Cathy L. Barr
Summary: This study examined the relationship between developmental dyslexia (DD), early language delay (ELD), and current language difficulties. The results showed a significant association between DD and ELD, with children in the DD/IR group putting words together later than the SR group. Children with low reading skills were also found to have lower expressive/receptive language abilities, and early language abilities predicted both current language skills and reading abilities.
JOURNAL OF LEARNING DISABILITIES
(2022)
Review
Education, Special
Jiyeon Park, Diane P. Bryant, Mikyung Shin
Summary: The study found that interventions involving virtual manipulatives can help students with learning disabilities improve their mathematical performance, but further research is needed to verify the current findings.
JOURNAL OF LEARNING DISABILITIES
(2022)
Article
Education, Special
Nicholas A. Gage, Danielle L. Pico, Lauren Evanovich
Summary: The use of restraint and seclusion in schools poses risks to students, and students with disabilities are more susceptible to such measures. Based on the latest data, we found that students with disabilities are more likely to be restrained and secluded compared to students without disabilities, and students in special education schools are particularly at risk.
Review
Education, Special
Adam Carreon, Sean J. Smith, Maggie Mosher, Kavita Rao, Amber Rowland
Summary: Virtual reality technology is increasingly used in K-12 education to meet the learning needs of students with disabilities. However, most research studies in this area have focused on nonimmersive screen-based simulations, and there is a need for more exploration of semi- and fully immersive VR technology.
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
(2022)
Article
Psychology, Clinical
Ashley Elizabeth Knochel, Kwang-Sun Cho Blair, Donald Kincaid, Anna Randazzo
Summary: This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP). The results indicated that self-monitoring and written performance feedback were effective in improving teachers' delivery of BSP and reducing reprimands, but disparities in praise delivery among student racial groups still existed. Additional feedback regarding equity was necessary for reducing teacher behavior disparities.
JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
(2022)
Review
Education, Special
Jonathan Ee, Biza Stenfert Kroese, John Rose
Summary: Mental health professionals dealing with adults with intellectual disabilities emphasize on understanding the individual, relational interaction, and organizational factors. They express the desire to improve their skills and knowledge to enhance therapeutic relationships with clients, while also acknowledging the need to address organizational issues for improved staff morale and efficiency.
JOURNAL OF INTELLECTUAL DISABILITIES
(2022)
Article
Education, Special
Shanyan Lin, Matteo Angelo Fabris, Claudio Longobardi
Summary: A close student-teacher relationship is beneficial for students' psychological well-being, with children's hope playing a key mediating role in this relationship. The study results offer a deeper understanding of the influence mechanism of teacher-student relationships on students' internalizing and externalizing symptoms.
JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
(2022)
Article
Education, Special
Cindy Gevarter, Adriana Medina Najar, Jennifer Flake, Felicia Tapia-Alvidrez, Alixandria Lucero
Summary: In this study, a brief training and coaching program was implemented for communication intervention between Latinx parents and their children with autism spectrum disorder or early signs of ASD. Results showed an increase in communication interactions between parents and children, and positive effects reported by parents and providers.
JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES
(2022)
Article
Education, Special
E. K. Schworer, A. J. Esbensen, D. J. Fidler, D. W. Beebe, A. Carle, S. Wiley
Summary: The study assessed the psychometric properties of working memory measures in children and adolescents with Down syndrome. Some measures showed good psychometric properties overall, but there were issues such as floor effects and feasibility with certain measures. Guidelines for use of working memory measures in this population are recommended.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
(2022)
Article
Education, Special
Young-Suk Grace Kim
Summary: This article presents the application of the IDL model in understanding difficulties in learning to read and write. The model views reading and writing as separate but interdependent systems with hierarchical and dynamic relations. The article discusses multiple hypotheses about the co-occurrence of reading and writing difficulties, as well as the associations with language difficulties and domain-general skills.
JOURNAL OF LEARNING DISABILITIES
(2022)
Article
Education & Educational Research
Nourollah Zarrinabadi, Sepideh Rahimi
Summary: This study found that praising students for effort can positively impact their anxiety, motivation, competence, and growth mindsets, while praising them for intelligence may have negative effects. The implications of the findings for writing instructors and suggestions for future research are also discussed.
READING & WRITING QUARTERLY
(2022)
Article
Psychology, Clinical
Catherine P. Bradshaw, Katrina J. Debnam, Daniel Player, Brooks Bowden, Sarah Lindstrom Johnson
Summary: This mixed-methods study presents a framework for cost analyses of school-based programs and applies it to PBIS. The study finds that the average cost of PBIS per school is lower than other prevention models, but there are differences in cost based on implementation level. A case illustration demonstrates the drivers of PBIS implementation costs.
BEHAVIORAL DISORDERS
(2023)
Article
Psychology, Clinical
Andrew Markelz, Benjamin Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby Pavelka
Summary: The study showed that teachers in classrooms delivered low rates of specific, contingent, and varied praise, indicating insufficient praise contingent on student behavior and repetitive use of praise statements. Future research should focus on optimizing teacher praise strategies to enhance their effectiveness on student behaviors.
JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
(2022)
Article
Education, Special
Min Wook Ok, Kavita Rao, Jon Pennington, Paula R. Ulloa
Summary: This exploratory study investigated the usage of speech recognition technology by students with disabilities, as well as their and teachers' perceptions of using this technology in the writing process. The results showed that students had positive attitudes towards speech recognition, with younger students using it more frequently. This technology was particularly beneficial for students struggling with spelling, but not all students found it helpful for drafting text. The study highlighted the importance of considering individual student variability when it comes to using speech recognition technology.
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
(2022)
Article
Education, Special
Raul Reina, Maria Carmen Iniguez-Santiago, Roberto Ferriz-Morell, Celestina Martinez-Galindo, Marta Cebrian-Sanchez, Alba Roldan
Summary: This quasi-experimental study analyzed the effects of an awareness intervention program designed to improve physical education students' attitudes towards the inclusion of classmates with disabilities. The study found that students who had contact with para-athletes during the interventions showed improvements in their attitudes, and the duration of the program and provision of teaching strategies also had positive effects on attitude improvement.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
(2022)
Article
Education, Special
Kasper Kruithof, Erik Olsman, Appolonia Nieuwenhuijse, Dick Willems
Summary: The study reveals that most parents of PIMD patients worry about the possibility of outliving their child, mainly due to concerns about their child's decreased quality of life and uncertainty about who will fulfill parental roles in the future. These concerns may lead to feelings of despair among parents.
JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY
(2022)
Article
Education, Special
Qidi Li, Lijuan Wang, Jing Qi, Chunxiao Li
Summary: This study aimed to modify and validate the Concerns about Inclusive Education Scale (CIES) for use in the Physical Education (PE) setting. The modified scale, named CIES-PE, was found to have good reliability and validity. It can be used to assess the concerns of pre-service PE teachers about teaching students with disabilities in general PE classes.
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
(2022)
Article
Education, Special
Kristina K. Wong, Tanya Bajwa, Daniel M. Fienup
Summary: The study compared traditional mastery criterion arrangement with an analysis of mastery at the level of individual operants in teaching sight words. Results showed that participants learned textual responses to sight words quicker in the Operant Analysis condition and maintained a higher or same number of responses, suggesting implications for skill acquisition.
JOURNAL OF BEHAVIORAL EDUCATION
(2022)
Review
Education, Special
Sylviane Valdois
Summary: This paper clarifies the issue of visual attention span deficit in developmental dyslexia through a critical review of relevant behavioral and neurobiological findings, highlighting the relationship between visual attention deficit and atypical functioning of the brain dorsal attentional network.
Review
Education, Special
Jesse Perrin, Cody Morris, Kathryn Kestner
Summary: Resurgence refers to the reappearance of target responses when reinforcement conditions deteriorate. This phenomenon can occur during planned and unplanned changes in treatment, particularly in the context of children with autism spectrum disorder (ASD) diagnoses. While research is still in early stages to develop standardized practice guidelines, key findings, considerations for practitioners, and future research directions have been discussed.
EDUCATION AND TREATMENT OF CHILDREN
(2022)
