Article
Education, Special
F. Natalizi, N. Gomez-Merino, B. Arfe, A. Ferrer, F. Gheller, I. Fajardo
Summary: The COVID-19 pandemic has posed challenges for students with hearing loss in both face-to-face and virtual classes. The use of transparent masks by lecturers did not reduce listening difficulties, while subtitles and sign language interpreters were helpful in virtual classes. Students demonstrated proactive self-advocacy strategies, but ineffective behaviors still persisted. Training in self-advocacy strategies, hearing loss awareness for educators, and interventions to reduce noise are essential for improving speech perception among students with hearing loss.
RESEARCH IN DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Emily C. Bouck, Rajiv Satsangi, Holly Long, Larissa Jakubow, Carrie O'Reilly
Summary: Researchers examined the effectiveness of a virtual number line in supporting high school students with IDD in acquiring addition and subtraction skills. The study found a relationship between the intervention and student accuracy. Students became more independent but struggled to maintain their skills without prompts. Additionally, they were unable to apply the skills to real-life scenarios involving time and money.
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
(2023)
Article
Education, Special
L. Bakkum, E. H. Bisschops, S. Lagerweij, C. Schuengel
Summary: The introduction of the Care and Coercion Act in the Netherlands led to a significant decrease in involuntary care, indicating the preliminary effectiveness of this new law. Further research is needed to examine whether the impact of the law aligns with clients' experiences of self-determination.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
(2023)
Review
Audiology & Speech-Language Pathology
Georgina Johnson, Mark Onslow, Sarah Horton, Elaina Kefalianos
Summary: This review aims to guide future clinical research by establishing interventions associated with stuttering reduction for school-age children and their immediate and longer-term effects. The study found five different treatment approaches that might reduce stuttering, but with varying effect sizes.
JOURNAL OF FLUENCY DISORDERS
(2023)
Article
Audiology & Speech-Language Pathology
Zoi Gkalitsiou, Danielle Werle
Summary: This study investigated the frequency and types of disfluencies in Greek-English bilingual adults across naturalistic speech samples and compared them between the participants' L1 and L2. The results showed that participants produced more typical disfluencies in English compared to Greek. Filled pauses and vowel prolongations were the most frequent types of disfluencies observed in both languages and across speaking samples. These findings contribute to the existing literature on the manifestation of speech disfluencies in bilingual speakers.
JOURNAL OF FLUENCY DISORDERS
(2023)
Article
Education, Special
Natalie R. Andzik, Virginia L. Walker, Robert C. Pennington, Melissa C. Tapp, Andy Masud
Summary: This study explores the perspectives of faculty experts on preparing special education teachers to work with students with extensive support needs and complex communication needs. The findings suggest that special education teachers may not be adequately prepared to support these students, likely due to limitations in field placements, dedicated coursework, and financial resources.
EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Olivia Fudge Coleman, John McDonnell, J. Matt Jameson, Susan S. Johnston, Michael Farrell, Anne Malbica, Lyndsey Aiono Conradi
Summary: The Individuals with Disabilities Education Improvement Act (IDEA) requires that students with disabilities have individualized education programs (IEPs) that include goals related to both the general education curriculum and life skills. However, this study found that students' IEP goals were more focused on academic core standards and less on life skills.
EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Zachary C. LaBrot, Chelsea Johnson, Emily Maxime, Terreca Cato, Sarah Butt, Emily R. DeFouw
Summary: This study aimed to investigate the effectiveness and social validity of an emailed prompt package for increasing early childhood educators' rates of behavior-specific praise (BSP) in target and generalization classroom activities. The results indicated that the emailed prompt package was effective in increasing and maintaining the BSP rates of the educators in both target and generalization settings.
JOURNAL OF BEHAVIORAL EDUCATION
(2023)
Article
Education, Special
Chelsea Marelle, Erin Vinoski Thomas, Claire Donehower Paul
Summary: Despite the Americans with Disabilities Act and its amendments, there are still barriers to successful employment for people with intellectual and developmental disabilities. The use of wireless or wearable technologies in the workplace has the potential to provide necessary supports, but there are still obstacles to effective technology use at work.
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
(2023)
Article
Education, Special
Angel Fettig, Courtney Zulauf-McCurdy, Gounah Choi, Mischa McManus
Summary: The COVID-19 pandemic has caused significant disruptions to education systems worldwide, impacting both educational services and child development. This qualitative study interviewed early childhood educators and parents to understand their experiences with educational service delivery for young children with disabilities during the pandemic. The findings highlight changes to service modality and intensity, barriers and challenges in service delivery, and benefits resulting from shifts to educational services.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education, Special
Elisa Knaier, Claudia E. Meier, Jon A. Caflisch, Reto Huber, Tanja H. Kakebeeke, Oskar G. Jenni
Summary: This study investigated whether visuomotor learning is impaired in children with DCD compared to typically developing children (TD). The results showed that, despite no differences in visuomotor adaptation or internal modelling, children with DCD had lower movement accuracy and speed, and higher movement variability compared to TD children.
RESEARCH IN DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Tracy L. Jordan, Kristi L. Bartholomay, Cindy Hsin-Yu Lee, Amy A. Lightbody, Allan L. Reiss
Summary: This study aimed to measure and distinguish the cognitive-behavioral profile of girls with FXS compared to verbal IQ-matched peers. The results showed that girls with FXS had poorer performance in nonverbal reasoning, math abilities, attention, and working memory compared to the control group, but there were no significant differences in adaptive behavior. Identifying specific cognitive-behavioral profiles in girls with FXS is crucial for improving outcomes and quality of life in this population.
RESEARCH IN DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Karrie A. Shogren, Evan E. Dean, Richard Chapman, Sean Swindler, Heather Smith, Kayzy Bigler
Summary: Research findings indicate that some families in a Midwestern state took advantage of flexible service delivery models introduced during the COVID-19 pandemic. These changes addressed important needs of the families who accessed the services, and they hope that these changes can be sustained in the future.
INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Katherine J. Inge, Lauren Avellone, Paul Wehman, Michael Broda, Jeen Joy
Summary: This study examined the impact of customized employment on the support needs of youth with IDD with a significant disability. Findings indicated significant increases in independence in domains such as Home Living, Employment, and Protection and Advocacy. The results suggest that work activities have a therapeutic effect on growth and development in important life domains.
INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
(2023)
Article
Education, Special
Megan M. Griffin, Susan R. Copeland, Rolanda Maez
Summary: This study suggests that individuals with FASD can improve their academic engagement through function-based behavior analytic interventions, highlighting the importance of such interventions.
EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES
(2023)
Correction
Audiology & Speech-Language Pathology
Ryan A. Millager, Mary S. Dietrich, Robin M. Jones
JOURNAL OF FLUENCY DISORDERS
(2023)
Article
Education, Special
Deidre Gilley, Jenny Root, Alicia Saunders, Sarah Cox, Cara Bryan
Summary: There is a growing body of evidence supporting the effectiveness of modified schema-based instruction for teaching word problem-solving and other important skills. However, most studies have not been conducted in naturalistic instructional arrangements. This study provides quantitative data from a mixed methods study that explores the effectiveness and social validity of peer-delivered modified schema-based instruction in a high school peer mentoring program.
RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES
(2023)
Book Review
Education, Special
Stephanie L. Mattson, Thomas S. Higbee, Keith Storey, Linda Haymes
RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES
(2023)
Article
Education, Special
Hannah R. Brenner, Stacy K. Dymond
Summary: This qualitative study explores the challenges special education teachers face when providing work-based learning experiences (WBLEs) for transition-age students with extensive support needs (ESN). The findings suggest that teachers face various challenges in establishing and sustaining appropriate WBLEs, securing high-quality staff, gaining support from important partners, and navigating logistical issues.
RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES
(2023)
Article
Education, Special
Amber B. Ray, Apryl L. Poch, Shawn M. Datchuk
Summary: This is a national survey on secondary teachers in the United States who specialize in special education and/or English language arts. The results indicate that teachers received minimal preparation for teaching writing through distance or in-person instruction during the COVID-19 pandemic. Compared to in-person instruction, teachers used fewer writing assignments, evidence-based writing practices, and adaptations for students with disabilities in distance learning.
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
(2023)
