Article
Audiology & Speech-Language Pathology
Asli Altinsoy, Ramazan Sertan Ozdemir, Sukru Torun
Summary: This study aimed to compare the speech fluency performance of people with stuttering, people with cluttering, and people with cluttering and stuttering with a fluent control group. The results indicated that individuals with cluttering and individuals with cluttering and stuttering have similar speech motor characteristics, while other features assessed by the tool can distinguish individuals with cluttering from those with cluttering and stuttering, individuals with stuttering, and the control group.
JOURNAL OF FLUENCY DISORDERS
(2024)
Article
Audiology & Speech-Language Pathology
Mark Onslow, Robyn Lowe, Suzana Jelcic Jaksic, Nan Bernstein Ratner, Kristin Chmela, Valerie Lim, Stacey Sheedy
Summary: This paper documents the contents of the first module of the Fifth Croatia Stuttering Symposium in 2022, focusing on three treatments for early childhood stuttering supported by randomized controlled trial evidence. The Symposium used videos and clinical demonstrations to interpret the research findings and facilitate discussion on their application in clinical practice.
JOURNAL OF FLUENCY DISORDERS
(2024)
Article
Education, Special
Annee Grayson, Kassandra Spurlock, Brad Thompson, Justine Parnell
Summary: Youth involved in multiple systems, such as special education, juvenile justice, and foster care, face complex challenges. This study explored the perspectives of professionals, including a special education teacher, a school resource officer, a school administrator, and a youth parole supervisor, to understand their perceived influence on youth. The findings identified patterns of connection between these professionals' overlapping work and developed a grounded theory model to illustrate the connection of conceptual insights shared.
JOURNAL OF SPECIAL EDUCATION
(2023)
Article
Education, Special
Katherine Pickard, Karen Guerra, Nicole Hendrix, Meena Khowaja, Chris Nicholson
Summary: This study piloted a parent-mediated NDBI, Project ImPACT, for Spanish-speaking Latinx families and found positive impacts on family and child outcomes, suggesting potential for program improvements.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education, Special
Rebecca J. Landa, Danika Pfeiffer, Calliope Holingue, Emily Baker
Summary: The majority of children's language learning experiences occur in inclusive early child care and education settings. However, there is a lack of evidence-based professional development programs to empower early childhood education providers in using language instruction practices in inclusive classrooms. This pilot study found that providers in the Early Achievements for Child Care Providers (EA-CP) program showed greater fidelity in implementing naturalistic developmental behavioral intervention (NDBI) strategies during shared book reading compared to those in the business-as-usual (BAU) condition. Additionally, toddlers with and without developmental delays in the EA-CP group exhibited greater vocabulary and communication gains. These findings have implications for research, practice, and policy.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education, Special
Razan Numan Alkhatib, Mahmoud Gharaibeh, Samir Jabra Dukmak, Mervat Amin Ijha
Summary: This study investigated special education teachers' attitudes towards teaching students with disabilities in regular classrooms. The findings showed that they had positive attitudes towards inclusive education. These results offer important evidence to the Ministry of Education for promoting collaboration, respect, and equality.
JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS
(2023)
Article
Education, Special
Melanie Pellecchia, Brooke Ingersoll, Steven C. Marcus, Keiran Rump, Ming Xie, Jeannette Newman, Lisa Zeigler, Samantha Crabbe, Diondra Straiton, Elena Carranco Chavez, David S. Mandell
Summary: This study examines the effectiveness of community-based early interventions for autistic children, particularly those from minoritized backgrounds. The findings suggest that providers had low fidelity to the intervention and the measurement tools used were not sensitive to change.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education, Special
Kyle M. Frost, Brooke Ingersoll
Summary: This study used a mixed-methods design to develop a comprehensive theory of change for a naturalistic developmental behavioral intervention (NDBI). The qualitative data from interviews were used to develop a causal model, and path analyses were conducted to test select paths of the model. However, the quantitative analyses did not support all of the hypothesized causal relationships.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education, Special
Kimberly M. Mccormick, Keri M. Guilbault
Summary: This study explores gifted education teachers' experiences and perspectives on remote instruction during the Covid-19 pandemic. The results indicate that teachers enhanced their traditional teaching by adopting strategies that promote student interaction and provide personalized learning environments. The study also highlights the importance of continued professional learning to improve remote instruction for gifted learners.
JOURNAL OF ADVANCED ACADEMICS
(2023)
Review
Education, Special
Hugh Morgan
Summary: This paper documents the impact of Autism Cymru, a charity in Wales, on government policy and research. It highlights the significance of philanthropic funding and strategic vision.
TIZARD LEARNING DISABILITY REVIEW
(2023)
Review
Education, Special
Elisabeth J. Malone, Kathleen N. Zimmerman, Sean Joo, Gospel Y. Kim, Kelsey H. Smith
Summary: This study aimed to evaluate interventions designed to decrease noncompliance in early childhood settings. The results showed that most interventions had desired outcomes for young children, but it is still largely unknown for whom these interventions are effective, appropriate, feasible, or preferred. In addition, participant inclusion criteria were commonly underreported, and social and ecological validity data were absent.
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
(2023)
Article
Education, Special
Laura Nabors, Amy Glubzinski, Olutosin Sanyaolu, Kara Ayers, Ben Kelcey, Linda Bandini
Summary: The study aims to assess the feasibility of the Eat and Exercise to Win Program in a community sample of adults with IDD. The findings indicate that the program had a positive impact on participants' knowledge of diet and exercise, and the implementation fidelity was high.
ADVANCES IN NEURODEVELOPMENTAL DISORDERS
(2023)
Article
Psychology, Clinical
John Elwood Romig, Hannah M. Mathews, Amanda A. Olsen
Summary: This study examined the technical properties and supported inferences of curriculum-based measurement in the area of writing assessment. The results showed that there were stronger associations between the descriptive prompt and the Test of Written Language-4.
BEHAVIORAL DISORDERS
(2023)
Review
Education, Special
Andrea Osuna-Juarez, Nuria Gonzalez-Castellano
Summary: This systematic literature review examines the role of professors in implementing inclusive education for students with disabilities in higher education. The findings indicate various barriers, including attitudinal challenges, physical accessibility issues, and bureaucratic hurdles. While professors have positive intentions, practical implementation often falls short, highlighting the need for comprehensive training programs. The review emphasizes the transformative potential of such programs, promoting a shift towards a more inclusive framework. The paper underscores the importance of universities investing in faculty development and adopting a collective approach to dismantle barriers. The call to action also emphasizes the need for sustained dialogue and research in the Latin American context to enhance inclusive practices and support students with disabilities in higher education.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
(2023)
Article
Education, Special
M. Abdulbaki Karaca, Necati Cobanoglu, Osman Tayyar Celik
Summary: This study aimed to identify quality indicators in separate special education schools, based on the perspectives of teachers. Six main themes were identified, including teacher and administrator qualifications, school environment, curriculum and educational process, family interest and attitude, policies and practices, and child-related factors. Various factors such as qualified teachers, materials, social perspective, evidence-based practices, family support, and individualized education programs were found to play important roles as quality indicators in separate special education schools.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
(2023)
Article
Education, Special
Yusuke Murakami, Yukinori Sawae
Summary: This study observes the trajectory of motor development of a child with autism spectrum disorder (ASD) and elucidates how the movement of the child changed through interaction with tasks and the environment. The findings suggest that motor development is a process of adaptive variation influenced by task constraints and the psychological situation of the child.
ADVANCES IN NEURODEVELOPMENTAL DISORDERS
(2023)
Article
Education, Special
Ophelie A. Desmet, Robert J. Sternberg
Summary: This article discusses the profile of gifted narcissists and specifically focuses on grandiose narcissism. It explores the impact of giftedness on individuals with a narcissistic personality disorder and discusses the positive and negative effects. Examples of gifted grandiose narcissists include presidents, autocratic leaders, and cult leaders.
ROEPER REVIEW-A JOURNAL ON GIFTED EDUCATION
(2023)
Article
Education, Special
Allison Jobin, Aubyn C. Stahmer, Nora Camacho, Gina C. May, Kristin Gist, Lauren Brookman-Frazee
Summary: Few studies have examined the outcomes of naturalistic developmental behavioral interventions in group-based community care. This study tracked the progress of preschool-aged autistic children enrolled in a community inclusion program and found significant improvements in adaptive behavior, social skills, and autism characteristics. The findings highlight the feasibility of using NDBI in inclusive preschool settings for autistic children.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education, Special
Angie B. Harris, Moira Konrad, Kara N. Shawbitz
Summary: Even with spellcheck and assistive tools, spelling remains important, especially for students with disabilities. This study evaluated the effects of a novel flowchart tool on spelling outcomes for disabled students in an alternative school.
EDUCATION AND TREATMENT OF CHILDREN
(2023)
Article
Education, Special
Donna A. Morere, Thomas E. Allen, Maura Jaeger, Dana Winthrop
Summary: Research shows that deaf children of deaf signing parents have developmental advantages, but it doesn't mean all of them have no language delays. A study examined 174 ratings of 3- to 5-year-old deaf children who used sign language at home and found that many of them exhibited early language delays. Among those with less delay, accurate sign language skills were the main concern, indicating the need for support in developing linguistic accuracy.
JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
(2023)
