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Journal of Special Education1387
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Douglas, Karen H.; Uphold, Nicole M.; Steffen, Shannon; Kroesch, Allison M. – Journal of Special Education, 2018
Four middle school students with a developmental disability participated in a multiple probe design across students and replicated across conditions study to evaluate the effectiveness of constant time delay to teach them to create a grocery list on an iPad or iPod touch. The classroom teacher collected data on the percentage of items…
Descriptors: Handheld Devices, Retailing, Middle School Students, Developmental Disabilities
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Burke, Meghan M.; Meadan-Kaplansky, Hedda; Patton, Kimberly A.; Pearson, Jamie N.; Cummings, Katrina P.; Lee, Chung eun – Journal of Special Education, 2018
Although parents of children with disabilities often advocate for special education services, most research has only examined advocacy from the perspectives of parents. Given that advocacy is an interpersonal exchange, it is crucial to understand the perspectives of parents and school professionals. In this study, focus groups were conducted with…
Descriptors: Child Advocacy, Interpersonal Communication, Focus Groups, Parent Attitudes
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Flowers, Claudia; Test, David W.; Povenmire-Kirk, Tiana C.; Diegelmann, Karen M.; Bunch-Crump, Kimberly R.; Kemp-Inman, Amy; Goodnight, Crystalyn I. – Journal of Special Education, 2018
Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) is a transition-planning service delivery model designed to guide schools in implementing interagency collaboration. This study examined the impact of CIRCLES on students' self-determination and participation in individualized education program…
Descriptors: Disabilities, Delivery Systems, Individualized Transition Plans, Agency Cooperation
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Browder, Diane M.; Spooner, Fred; Lo, Ya-yu; Saunders, Alicia F.; Root, Jenny R.; Ley Davis, Luann; Brosh, Chelsi R. – Journal of Special Education, 2018
This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g.,…
Descriptors: Moderate Intellectual Disability, Word Problems (Mathematics), Intervention, Mathematics Skills
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Leko, Melinda M.; Chiu, Ming Ming; Roberts, Carly A. – Journal of Special Education, 2018
This article reports findings from an initial investigation of the impact multiple individual and contextual factors have on secondary special educators' reading instructional practices. Data from 577 special educators from 221 school districts in a large Midwestern state were collected via an online and paper survey and analyzed using…
Descriptors: Special Education Teachers, Secondary School Teachers, Performance Factors, Reading Instruction
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Hott, Brittany L.; Berkeley, Sheri L.; Raymond, Lesli P.; Reid, Campbell C. – Journal of Special Education, 2018
Gains have been made over the last two decades in how to identify evidence-based practices for students with disabilities, but less progress has been made in ensuring that these interventions are used by classroom teachers. Although it is not the only area that needs to be addressed to bridge this research-to-practice gap, providing high-quality…
Descriptors: Mild Disabilities, Intervention, Theory Practice Relationship, Journal Articles
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Taylor, Matthew S. – Journal of Special Education, 2018
Researchers suggest students in early elementary grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well-documented, and positive results in robotics and computer programming are leading researchers and…
Descriptors: Programming, Primary Education, Preschool Children, Elementary School Students
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Peltier, Corey J.; Vannest, Kimberly J.; Marbach, Josh J. – Journal of Special Education, 2018
Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to…
Descriptors: Meta Analysis, Research Design, Problem Solving, Mathematics Instruction
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Daniel, Johny R.; Cooc, North – Journal of Special Education, 2018
Students who report high levels of intrinsic motivation (IM) perform better on academic tasks compared with students who report low levels of IM. However, there is a paucity of data on IM for several disability categories (e.g., intellectual disability). The focus of this study was to use a nationally representative sample of students with…
Descriptors: Teacher Attitudes, Student Motivation, Correlation, Regression (Statistics)
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Kautz, Madeleine E.; DeBar, Ruth M.; Vladescu, Jason C.; Graff, Richard B. – Journal of Special Education, 2018
Although choice of task has been effective in reducing noncompliance, it may provide an opportunity to escape from less-preferred tasks. We used a reversal design to evaluate the effects of choice of a low-preference task sequence on noncompliance, task engagement, and duration to complete activities across two individuals with autism spectrum…
Descriptors: Selection, Compliance (Psychology), Preferences, Autism
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Rispoli, Kristin M.; Hawley, Leslie R.; Clinton, Marianne C. – Journal of Special Education, 2018
Using data (N = 1,350) from the Head Start Family and Childhood Experiences Survey, this study examined sociodemographic predictors of parent involvement in educationally enriching activities at home for low-income children with disabilities compared with children without disabilities. Analyses examined whether associations were moderated by…
Descriptors: Family Characteristics, Parent Background, Parent School Relationship, Parent Participation
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Cruz, Rebecca A.; Rodl, Janelle E. – Journal of Special Education, 2018
Research studies have historically indicated that students from racially and ethnically diverse backgrounds are overidentified for special education, suggesting bias in referral, assessment, and placement practices. Other studies, however, have suggested that students from racially and ethnically diverse backgrounds are not overrepresented in…
Descriptors: Student Diversity, Minority Group Students, Disproportionate Representation, Special Education
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Williams, Kelly J.; Austin, Christy R.; Vaughn, Sharon – Journal of Special Education, 2018
This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such…
Descriptors: Secondary School Students, Spelling Instruction, Intervention, Disabilities
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Skibbe, Lori E.; Aram, Dorit – Journal of Special Education, 2018
Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter--sound correspondence) and printing mediation (i.e., guidance…
Descriptors: Kindergarten, Cerebral Palsy, Mothers, Emergent Literacy
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Kurth, Jennifer A.; Zagona, Alison L. – Journal of Special Education, 2018
With more schools implementing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of students with extensive and pervasive support needs (i.e., "severe" disabilities) in this tiered system must be considered. These students remain…
Descriptors: Severe Disabilities, Positive Behavior Supports, Program Effectiveness, Student Needs
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