The Efficacy of the Do The Math Intervention in the Math Achievement of Special Education Elementary Students

2021 ◽  
Author(s):  
Ryan P. Farrell
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Math Achievement ◽  
Math Intervention

What is Published in the Field of Special Education? An Analysis of 11 Prominent Journals

2009 ◽  
Vol 76 (1) ◽  
pp. 95-109 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Sheri Berkeley ◽  
Kimberly A. McDuffie ◽  
Heidi Graff ◽  
Lisa Marshak ◽  
...  
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Reading Intervention ◽  
Academic Intervention ◽  
Intervention Research ◽  
Social Intervention ◽  
Research Articles ◽  
Research Practice

This journal analysis identifies types of articles published in 11 highly visible journals relevant to special education from 1988 through 2006 paying particular attention to intervention research. It was concluded that (a) research articles represent the largest category of articles published across all journals, (b) the proportion of intervention research studies published (15.9%) is disappointingly small, (c) academic intervention research is conducted more frequently than social intervention research, (d) reading intervention research represents the largest area of academic intervention research, and (e) intervention research employing preschool and elementary students with disabilities is published more frequently than research with middle and secondary students. Findings are discussed with respect to implications for research, practice, and policy in special education.

Preparing Interns to Use Functional Story-Based Instruction to Teach Students With a Severe Intellectual Disability in Rural Schools

2019 ◽  
Vol 38 (4) ◽  
pp. 217-230
Author(s):  
Glenda Hyer ◽  
Karena Cooper-Duffy
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Elementary Students ◽  
Emergent Literacy ◽  
Rural Schools ◽  
Hand Washing ◽  
Severe Intellectual Disability ◽  
Secondary Purpose ◽  
Based Instruction ◽  
Multiple Probe

The primary purpose of this study was to prepare special education interns to implement two-task analyses to teach elementary students with severe intellectual disability (SID) emergent literacy and hand washing skills. The secondary purpose was to evaluate the effect of intern instruction on both the independent emergent literacy and hand washing responses of the students. A multiple probe across participant design was used to evaluate the effects of a multicomponent instruction package on the number of steps interns completed correctly on story-based and hand washing task analyses. A second simultaneous multiple probe across students design was used to evaluate the effects of functional story-based instruction on the independent emergent literacy and hand washing responses. Collateral behaviors showed as interns correctly implemented the steps of the story-based and hand washing task analyses, the students with SID increased emergent literacy and hand washing responses. Implications for rural educators are provided.

Special Education and School Achievement: An Exploratory Analysis With a Central-City Sample

1999 ◽  
Vol 21 (3) ◽  
pp. 249-269 ◽  
Author(s):  
Arthur J. Reynolds ◽  
Barbara Wolfe
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Low Income ◽  
Math Achievement ◽  
Central City ◽  
School Achievement ◽  
Elementary Grades ◽  
Special Education Services ◽  
Education Services ◽  
Reading And Math

Is placement in special education during the elementary grades associated with higher school performance? To shed light on this question, we investigated the relationship between participation in special education programs during Grades 1–6 and school achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. About 15% of the study sample received special education services (half in learning disabilities and half in other disabilities), 22% were retained in grade, and 50% changed schools more than once over the elementary grades. Controlling for school achievement prior to placement in special education, as well as for family background school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other children, especially during Grades 4–6. Children with learning disabilities benefited less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Continued scrutiny of special education services and retention practices, at least as they currently exist in large cities, may benefit children with learning difficulties.

LATENT CLASS ANALYSIS OF CONDUCT PROBLEMS OF ELEMENTARY STUDENTS RECEIVING SPECIAL EDUCATION SERVICES

2016 ◽  
Vol 53 (8) ◽  
pp. 875-890 ◽  
Author(s):  
Jean Toupin ◽  
Michèle Déry ◽  
Pierrette Verlaan ◽  
Jean-Pascal Lemelin ◽  
Aurélie Lecocq ◽  
...  
Keyword(s):  
Special Education ◽  
Latent Class Analysis ◽  
Elementary Students ◽  
Conduct Problems ◽  
Latent Class ◽  
Class Analysis ◽  
Special Education Services ◽  
Education Services

Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings

1990 ◽  
Vol 25 (2) ◽  
pp. 131 ◽  
Author(s):  
Patrick J. O'Sullivan ◽  
James E. Ysseldyke ◽  
Sandra L. Christenson ◽  
Martha L. Thurlow
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Reading Instruction ◽  
Opportunity To Learn

Getting Ready to Read: Guided Probing for Poor Comprehenders

1985 ◽  
Vol 8 (4) ◽  
pp. 243-254 ◽  
Author(s):  
Lorna Idol-Maestas
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Secondary Students ◽  
Advance Organizer ◽  
Older Students ◽  
Average Performance ◽  
Poor Comprehenders ◽  
Improved Performance ◽  
Analysis Of Performance

An advance organizer, TELLS Fact or Fiction, was used to orient students to stories prior to reading them. The steps represented by the acronym were: (T) study story titles, (E) examine and skim pages for clues as to what stories were about, (L) look for important words, (L) look for hard words, (S) think about the story settings, and (Fact or Fiction) decide whether stories were factual or fictional. Teachers used the probing technique to guide 4 LD elementary students and 2 secondary students from general special education classes. Analysis of performance on comprehension questions showed that, in general, students' average performance on factual, sequential, and inferential questions improved when they used the technique. The two older students maintained acceptable performance on inferential questions when the technique was removed; the remainder of the subjects were unable to maintain their improved performance after teacher-guided assistance was removed.

Effects of a Modified DRL Schedule with Special Education Students

1977 ◽  
Vol 40 (1) ◽  
pp. 311-314 ◽  
Author(s):  
Tom R. Hobbs ◽  
Michael M. Holt ◽  
Ruby Richardson
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Differential Reinforcement ◽  
Response Rates ◽  
Special Education Students ◽  
Experimental Program ◽  
Education Students ◽  
Schedule Of Reinforcement ◽  
Drl Schedule

The purpose was to document the effects of a modified DRL (differential reinforcement of low response rates) schedule of reinforcement with a class of 17 elementary students in special education. The procedure permitted students access to reinforcers if they exhibited 5 or fewer rule violations in a 90-min. period. Monitored target responses were out-of-seat and talking-out behaviors. The results indicated a low mean number of responses per student when the experimental program was in operation and a substantial increase in mean number of responses per student when the experimental program was withdrawn.

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