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.

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.

Smoking Among A Sample Of Australian Teenagers: Perceptions Of Social And Health Consequences

2003 ◽  
Vol 14 ◽  
pp. 8-15
Author(s):  
Frances V. O'Callaghan
Keyword(s):  
Weight Loss ◽  
Secondary Students ◽  
Important Implication ◽  
Smoking Prevalence ◽  
Social Consequences ◽  
Health Consequences ◽  
Older Students ◽  
Prevalence Studies ◽  
Persuasive Communications ◽  
National Prevalence

AbstractAustralian national prevalence studies indicate that despite reductions in rates of smoking among younger secondary students, the proportion of smokers among older students remains unchanged in recent years and figures overall give cause for serious concern. This study examines the beliefs underlying adolescents' behaviour in relation to smoking and provides information about which beliefs should be targeted in persuasive communications designed to reduce adolescent smoking. One hundred and thirty adolescents in their second last year of high school were surveyed and results revealed that smokers were largely differentiated from others in relation to the perceived social consequences of smoking. They endorsed the beliefs that smoking would make them feel relaxed, gain personal enjoyment, look cool, and help with weight loss rather than beliefs regarding the health consequences. An important implication of the findings is that interventions may need to focus more on the perceived positive consequences of smoking, on changing social norms by correcting false beliefs about smoking prevalence and consequences, and by incorporating more skills-based components in prevention programs.

Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City

2007 ◽  
Vol 41 (2) ◽  
pp. 403-432 ◽  
Author(s):  
Dylan Conger ◽  
Amy Ellen Schwartz ◽  
Leanna Stiefel
Keyword(s):  
New York ◽  
Special Education ◽  
New York City ◽  
York City ◽  
School System ◽  
First Graders ◽  
Attendance Rates ◽  
Foreign Born ◽  
Older Students ◽  
Education Participation

Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students' rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the patterns are different among older students. We also identify large variation according to birth region.

Innovative Technology for Secondary Students with Learning Disabilities

1992 ◽  
Vol 58 (5) ◽  
pp. 407-421 ◽  
Author(s):  
John Woodward ◽  
Russell Gersten
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Student Achievement ◽  
Secondary Students ◽  
Secondary Teachers ◽  
Innovative Technology ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Use Of Technology

During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology—videodisc instruction—has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.

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.

Efficacy of Paraeducators Facilitating Peer Support Arrangements for Elementary Students With Multiple Disabilities

2021 ◽  
pp. 074193252110636
Author(s):  
Kelsey J. Trausch ◽  
Matthew E. Brock ◽  
Eric J. Anderson
Keyword(s):  
Elementary Students ◽  
Secondary Students ◽  
Peer Support ◽  
Peer Interactions ◽  
Multiple Disabilities ◽  
Severe Disabilities ◽  
Functional Relations ◽  
Students With Severe Disabilities ◽  
Student Independence ◽  
The Impact

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator implementation. In this multiple-probe-across-participants design study, a teacher trained five paraeducators to facilitate peer support arrangements with four elementary students with multiple disabilities who were eligible for alternate assessment. We identified functional relations between teacher training and paraeducator implementation and between peer support arrangements and peer interactions. Interactions increased to levels similar to those of peers without disabilities. Students decreased their reliance on paraeducators for classroom routines when peers provided support. These findings show that the effectiveness of peer support arrangements extends to elementary students with multiple disabilities and replicate initial evidence for a promising model of teacher-implemented training for paraeducators.

A Summary of NCSER-Funded Projects in the Area of Transition Outcomes for Secondary Students With Disabilities

2018 ◽  
Vol 29 (2) ◽  
pp. 67-81 ◽  
Author(s):  
David W. Test ◽  
Misty Terrell ◽  
Kelly A. Clark ◽  
Dana E. Rusher
Keyword(s):  
Special Education ◽  
Education Research ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Federal Funding ◽  
Effective Practices ◽  
Future Research ◽  
High Quality ◽  
High Quality Research ◽  
Transition Outcomes

Special education practitioners are required to use instructional practices based on scientific research. Conducting high-quality research can be expensive and researchers often need federal funding to assist in documenting effective practices. The National Center for Special Education Research (NCSER) within the Institute of Education Sciences (IES) is a preferred source of funding for this type of special education research. The purpose of this review was to summarize publications from grants funded from 2006 until 2013 by NCSER in the area of Transition Outcomes for Special Education Secondary Students, describe major findings, and discuss their contributions to the field. We reviewed information from 22 grants and 132 articles published in refereed journals with an additional one article in press. Contributions to the field, limitations, suggestions for future research, implications for practice, and conclusions are discussed.

What Happens after Special Education: A Statewide Follow-up Study of Secondary Students who have Behavioral Disorders

1988 ◽  
Vol 13 (3) ◽  
pp. 209-216 ◽  
Author(s):  
Richard S. Neel ◽  
Nancy Meadows ◽  
Phyllis Levine ◽  
Eugene B. Edgar
Keyword(s):  
Special Education ◽  
Public School ◽  
Secondary Students ◽  
The State ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
Follow Up Study ◽  
Follow Up Studies ◽  
Special Education Programs

Recently there have been several follow-up studies of students who have exited special education programs (Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985). These studies raise an interesting question: How well have special education programs prepared the youth they were designed to serve? This study reviews findings concerning the postschool adjustment of 160 students who were labeled behaviorally disordered at graduation from public school in the state of Washington between 1978 and 1986.

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