Article
Education, Special
Christina E. Odeh, Allison L. Gladfelter, Carolyn Stoesser, Sarah Roth
Summary: This study revealed that children with ASD face difficulties in motor skills. They displayed significant differences in complex motor skills, balance, and overall motor performance compared to neurotypical peers. The findings highlight the importance of including physical therapy in comprehensive therapeutic plans for children with ASD.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Psychology, Clinical
Emily Gregori, Mandy J. Rispoli, Catharine Lory, So Yeon Kim, Marie David
Summary: This study evaluated the impact of teachers serving as coaches for paraprofessionals in improving fidelity of behavior intervention implementation and child engagement. Results showed that with teacher coaching, paraprofessionals were able to increase fidelity to 100%, leading to reductions in child challenging behavior and increases in appropriate communication.
JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
(2022)
Article
Education, Special
Phoebe O. Morris, Edward Hope, Tom Foulsham, John P. Mills
Summary: This study examines the impact of the coronavirus pandemic and subsequent lockdowns on the social-communicative abilities of children diagnosed with Autism Spectrum Disorder (ASD) in the UK. The findings indicate that self-regulation skills and cooperation skills were most affected during the lockdown, while increased physical activity levels during the return to school period were associated with better social-communication outcomes.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Derya Yarimkaya, Ufuk Toman
Summary: This qualitative study examined the lived experiences of Turkish parents with children with mild intellectual disability in online science lessons during the COVID-19 pandemic. The majority of parents agreed with the school closure policy but were dissatisfied with the online science lessons and focused on the disadvantages for their children.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Sandra VanderKaay, Leah Dix, Lisa Rivard, Cheryl Missiuna, Stella Ng, Nancy Pollock, Sandra Sahagian Whalen, Isabel Eisen, Christine Kyte, Michelle Phoenix, Sheila Bennett, Jacqueline Specht, Jennifer Kennedy, Dayle McCauley, Wenonah Campbell
Summary: Rehabilitation services in education settings are shifting from pull-out interventions to inclusive whole-school tiered approaches, with collaborative relationships, authentic service delivery, and reciprocal capacity building being the key mechanisms for success. Positive outcomes were observed at student, parent, professional, and systems levels.
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
(2023)
Review
Education, Special
Irene R. Faber, Lena Sloot, Lianne Hoogeveen, Marije T. Elferink-Gemser, Joerg Schorer
Summary: This literature review provides an overview of modern approaches in talent programs for schools and sports, comparing similarities and differences and suggesting potential cross-pollination between contexts. Future studies should evaluate the effectiveness and feasibility of these approaches in practice.
HIGH ABILITY STUDIES
(2022)
Article
Education, Special
Erkan Yarimkaya, Oguz Kaan Esenturk, Ekrem Levent Ilhan, Necdet Karasu
Summary: The study aimed to investigate the effects of WhatsApp-delivered physical activities on the physical activity level of children with ASD. Results showed a significant increase in physical activity level in the experimental group compared to the control group, indicating a positive impact of WhatsApp-delivered physical activities on children with ASD.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Review
Education, Special
Jocelyn Washburn
Summary: This article systematically reviews evidence on the relations between oral reading fluency and reading comprehension for adolescents with limited reading proficiency. The results suggest that while knowledge of an adolescent's ORF may provide helpful information about their reader profile, it is not sufficient for evaluating instructional needs or measuring progress.
JOURNAL OF LEARNING DISABILITIES
(2022)
Article
Education, Special
Jenna Stadheim, Ashley Johns, Melissa Mitchell, Christopher J. Smith, B. Blair Braden, Nicole L. Matthews
Summary: This study describes the experiences of children with ASD and their families during the COVID19 pandemic and identifies the needs of this community during emergency situations. The findings contribute to understanding the unique impact of emergencies on the ASD community and provide potential methods for adapting services to support the needs of children with ASD.
RESEARCH IN DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Maria Grazia Logrieco, Laura Casula, Giuseppe Niccolo Ciuffreda, Roberta Lucia Novello, Maria Spinelli, Francesca Lionetti, Ilaria Nicoli, Mirco Fasolo, Valeri Giovanni, Vicari Stefano
Summary: This study investigated the impact of the COVID-19 lockdown on the quality of life of children with ASD and their parents, revealing a worsening of specific ASD core symptoms during the lockdown period. Protective factors for better children's QoL such as Telehealth intervention and activities done at home were identified, emphasizing the important role of parents as protective factors for children's QoL.
RESEARCH IN DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
D. J. Fidler, M. A. Prince, K. Van Deusen, A. J. Esbensen, A. J. Thurman, L. Abbeduto, L. Patel, C. Mervis, E. K. Schworer, N. R. Lee, J. O. Edgin, S. Hepburn, S. Davis, L. A. Daunhauer
Summary: This study examined ASD symptom profiles in individuals with Down syndrome (DS) and identified three different profiles, which can inform more personalized support and therapeutic approaches for this population.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
(2022)
Article
Education, Special
W. C. Cheung, J. Aleman-Tovar, A. N. Johnston, L. M. Little, M. M. Burke
Summary: This study aimed to explore parent perceptions of using telehealth in early intervention services, focusing on family-professional partnerships and coaching. The findings showed that participants generally had positive views on telehealth, considering it a safe and flexible option that eliminated waiting times. However, some participants noted disadvantages such as limited interaction with therapists and restricted technology access. The study also revealed that telehealth enhanced family-professional partnerships.
JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES
(2023)
Review
Education, Special
Tom Cariveau, Casey Irwin Helvey, T. Kristina Moseley, Julie Hester
Summary: The study reviewed the prevalence of AATD in special education journals and methods of equating and assigning target sets. Most articles described at least one method, with multiple methods being common. It was found that response chains were the primary target in special education research using AATD.
REMEDIAL AND SPECIAL EDUCATION
(2022)
Review
Education, Special
Corinne Gist, Andrew J. Bulla
Summary: This paper presents a systematic review of the effectiveness of frequency building and precision teaching with school-aged children. The results indicate that the combination of these methods is effective in improving academic skills in this population. However, the paper also discusses limitations, recommendations for future research, and implications for practitioners.
JOURNAL OF BEHAVIORAL EDUCATION
(2022)
Editorial Material
Education, Special
Frank C. Worrell, Dante D. Dixson
GIFTED CHILD QUARTERLY
(2022)
Article
Education, Special
Mi N. Park, Emily E. Moulton, Elizabeth A. Laugeson
Summary: Establishing reciprocal friendships is a challenge for individuals with ASD. This study evaluated the outcomes of a parent-assisted social skills training program for young children with ASD. The results showed improvements in social skills and decreased problem behaviors.
FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Kuo-Yen Huang, Yang-Hsueh Chen, Syh-Jong Jang
Summary: This study examined the Technological, Pedagogical, and Content Knowledge (TPACK) of in-service teachers at special education schools for students with visual impairments and compared Taiwanese and Chinese teachers. The results showed that these teachers had better knowledge about content and teaching strategies, but lacked knowledge about technological tool applications. Chinese teachers scored higher in terms of integrated knowledge and content knowledge and teaching strategies compared to Taiwanese teachers. Implications were made regarding school leadership, peer sharing, and interactions between Taiwanese and Chinese special education in-service teachers.
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
(2022)
Article
Education, Special
Paul Luelmo, Yvonne Sandoval, Connie Kasari
Summary: This study examines how undocumented Mexican immigrant mothers of children with autism navigate the systems of special education and healthcare, the challenges they encounter, and the helpers who assist them. It provides insights into the experiences of these families and sheds light on the gaps in timely diagnosis and services for undocumented immigrant families.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Sanikan Wattanawongwan, J. B. Ganz, Lauren Pierson, Valeria Yllades, Ching-Yi Liao, Sarah K. Ura
Summary: This research examines the effectiveness of telepractice parent coaching in improving communication skills of children with autism spectrum disorder. The results indicate a functional relationship between the coaching intervention and parent use of strategies, with varying levels of effect depending on the intervention component.
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
(2022)
Article
Education, Special
Carlos E. Lavin, Grace L. Francis, Linda H. Mason, Robert F. LeSueur
Summary: Research shows that inclusive education benefits both students with disabilities and students without disabilities. However, in Mexico, only a small percentage of disabled students receive inclusive education. A study in Mexico City found strong support for inclusive education among parents and teachers.
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
(2022)
