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Journal of Special Education1419
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Bettini, Elizabeth; Mason-Williams, Loretta; Barber, Brian R. – Journal of Special Education, 2020
Principals bear primary responsibility for supporting teachers. Principal leadership is especially important in alternative educational settings (AES; e.g., alternative schools, self-contained special education schools) that serve students with more substantial learning and behavioral needs, often with less-qualified and experienced teachers. We…
Descriptors: Principals, Administrator Qualifications, Leadership Responsibility, Nontraditional Education
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Garwood, Justin D. – Journal of Special Education, 2020
Perception of one's ability as a reader is a key construct for improving adolescent literacy outcomes, but this research has not yet been extended to students with disabilities. The current study attempted to address this research gap with a sample of 152 secondary students with and at risk for emotional and behavioral disorders (EBD). Results…
Descriptors: At Risk Students, Self Concept, Secondary School Students, Emotional Disturbances
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Miller, Deserai; Santos, Rosa Milagros – Journal of Special Education, 2020
Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced…
Descriptors: Child Abuse, Special Education, Child Neglect, At Risk Students
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Mendoza, Martin; Blake, Jamilia J.; Marchbanks, Miner P.; Ragan, Kelsey – Journal of Special Education, 2020
Exclusionary school discipline has received national attention due to its association with juvenile justice contact. Research has demonstrated support for links between exclusionary discipline and negative outcomes such as school dropout and juvenile justice involvement. The purpose of this study was to examine the intersections of race, gender,…
Descriptors: Racial Differences, Gender Differences, Students with Disabilities, At Risk Students
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Williamson, Pamela; Hoppey, David; McLeskey, James; Bergmann, Erica; Moore, Hanna – Journal of Special Education, 2020
The least restrictive environment (LRE) mandate suggests a preference for educating students with disabilities in general education settings provided their needs can be met there. This study examined national trends in the educational placements of students with disabilities ages 6 to 17 in the 50 states and the District of Columbia from 1990…
Descriptors: Student Placement, Students with Disabilities, Regular and Special Education Relationship, Inclusion
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Sobeck, Emily E.; Robertson, Rachel; Smith, Jesse – Journal of Special Education, 2020
Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive…
Descriptors: Paraprofessional School Personnel, Teaching Methods, Training, Inclusion
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Peltier, Corey; Morin, Kristi L.; Bouck, Emily C.; Lingo, Mindy E.; Pulos, Joshua M.; Scheffler, Faye A.; Suk, Andrea; Mathews, Leslie A.; Sinclair, Tracy E.; Deardorff, Malarie E. – Journal of Special Education, 2020
Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete--representational--abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a…
Descriptors: At Risk Students, Students with Disabilities, Manipulative Materials, Research Design
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Luckner, John L.; Banerjee, Rashida; Movahedazarhouligh, Sara; Millen, Kaitlyn – Journal of Special Education, 2020
Current federal legislation emphasizes the use of programs, interventions, strategies, and activities that have been demonstrated through research to be effective. One way to increase the quantity and quality of research that guides practice is to conduct replication research. The purpose of this study was to undertake a systematic review of the…
Descriptors: Self Determination, Intervention, Evidence Based Practice, Special Education
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Lee, Gabrielle T.; Pu, Yunhuan; Xu, Sheng; Lee, Michelle W.; Feng, Hua – Journal of Special Education, 2020
The purpose of this study was to evaluate the effects of video modeling and visual task analysis on the acquisition, maintenance, and engagement of washing cars for three Chinese adolescents with intellectual disability and autism spectrum disorder. Video-based training was conducted in the conference room of a university-affiliated autism…
Descriptors: Skill Development, Adolescents, Asians, Motor Vehicles
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Gilmour, Allison F. – Journal of Special Education, 2020
Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were…
Descriptors: Teacher Certification, Outcomes of Education, Students with Disabilities, Learning Disabilities
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Dymond, Stacy K.; Rooney-Kron, Magen; Burke, Meghan M.; Agran, Martin – Journal of Special Education, 2020
This study investigated the relation between grade level, support needs, and use of augmentative and alternative communication (AAC) and the participation of secondary age students with intellectual disability in school-sponsored extracurricular activities. Participants were special education teachers with at least one student with an intellectual…
Descriptors: Secondary School Students, Student Characteristics, Students with Disabilities, Student Participation
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Kurth, Jennifer A.; Ruppar, Andrea L.; McQueston, Jessica A.; McCabe, Katie M.; Johnston, Russell; Toews, Samantha Gross – Journal of Special Education, 2019
Supplementary aids and services (SAS) have been a provision in special education law since PL 94-142, however, almost no guidance has been provided to help teams make decisions about their appropriate selection and use. In this exploratory study, we explore the types of SAS selected for students with significant support needs using a conventional…
Descriptors: Ancillary School Services, Special Needs Students, Disabilities, Special Education
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Qiu, Jia; Barton, Erin E.; Choi, Gounah – Journal of Special Education, 2019
The purpose of this study was to examine the efficacy of the system of least prompts (SLP) for increasing the levels of play behaviors in four young children with disabilities. A multiple probe across participants' single case research design was used to examine the relation between SLP and child-targeted behaviors. The results demonstrated that…
Descriptors: Prompting, Play, Young Children, Disabilities
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Fisher, Larry B.; Spooner, Fred; Algozzine, Bob; Anderson, Kelly M.; Brosh, Chelsi R.; Robertson, Colleen E. – Journal of Special Education, 2019
Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in…
Descriptors: Content Analysis, Evidence Based Practice, Elementary School Students, Secondary School Students
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Douglas, Sarah N.; Uitto, Denise J.; Reinfelds, Claudia L.; D'Agostino, Sophia – Journal of Special Education, 2019
Paraprofessional training is essential for high quality special education services. Yet, educators may struggle to select appropriate materials for paraprofessional training. A review was conducted of 26 paraprofessional training materials using a rubric designed to evaluate the alignment with federal legislation and professional standards, and…
Descriptors: Paraprofessional School Personnel, Professional Training, Special Education, Staff Development
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