This study focuses on the pervasive issues of cyberbullying and problematic internet use (PIU) among youth, particularly in children with disabilities. To elucidate the role of parents in mitigating these challenges, the study examines the prevalence of three parenting styles (permissive/authoritarian/authoritative), and their correlation with cyberbullying and PIU among children with or without specific

Understanding the experiences of autistic high school students, including participation in social and vocational activities, has important implications for high school programming and links to postsecondary outcomes. The primary aims of this study are to describe these experiences and examine relationships with two aspects of educational programming: diploma status (standard and modified) and autism

PURPOSE The present study aims to evaluate the feasibility and preliminary effectiveness of a novel multi-tiered narrative intervention program-the multimodal narrative (MMN) program-in Catalan that was co-created to boost preschool children's narrative and pragmatic skills. METHOD First, we describe here in detail the novel program, which consisted of a set of interventions oriented around the retelling

PURPOSE The purpose of this study was to investigate the role of teachers' unions for school-based speech-language pathologists (SLPs) and their perceptions of the benefits and barriers to union membership. METHOD A 44-item survey was used to solicit information about the perceptions of and participation in teachers' unions of 320 school-based SLPs. Directed content analysis of 70 district collective

PURPOSE This study examined science achievement; science vocabulary knowledge; and the relationship between science vocabulary, language skills, and science achievement in school-age children with language/literacy disorders (LLDs) and typical language development (TD). METHOD Thirty-nine sixth graders (11 with LLDs) completed standardized assessments and researcher-designed science vocabulary measures

In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers’ data-based instruction (DBI) for students with intensive early writing needs. Teachers ( N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group ( n = 76), in which they received tools, learning, and

High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less

Emotional and behavioral issues in adolescents pose significant obstacles to psychological well-being and academic achievement, potentially leading to severe mental health conditions. The escalating prevalence of these behavioral challenges can adversely affect a nation’s educational, economic, and social health. This study aims to find appropriate solutions to behavioral problems and academic underperformance

Autistic youth demonstrate an overestimation of competencies when compared with neurotypical (NT) peers. Research has also shown NT males/boys tend to overestimate their competencies more than NT females/girls. This study assessed sex differences in autistic youth’s overestimations on academic self-perception variables. Notably, 127 (70 male) autistic youth aged 9–18 years completed two academic tasks

PURPOSE For speech-language pathologists (SLPs) working in schools, outcome measurement is an important element of practice, enabling us to evaluate the efficacy of our service provision and guiding future decision making, funding, and resource allocation. When selecting outcomes to measure, it is helpful to consider both the level at which change may be occurring and the extent or impact of that change

PURPOSE This study evaluates the initial efficacy of Chaining SPeech Lessons in Intensive Ten-minute Sessions (SPLITS), an alternative service delivery model for the Speech Motor Chaining treatment approach. We hypothesized that Chaining SPLITS would result in improvements in /ɹ/ accuracy on syllables and untrained words when compared to a no-treatment condition. METHOD Within a randomized controlled

How do special education-related professionals parenting children with disabilities experience the special education system? This qualitative exploratory study delves into the experiences of 25 mother-educators who are special education-related professionals navigating the special education system for their children with disabilities. Through thematic analysis, our findings elucidate how the special

PURPOSE Parent engagement is a critical component of optimizing services for young children with disabilities, including those with language disorders. Without training, however, many parents may lack the knowledge and skills to effectively facilitate their children's language development during the essential early childhood years. The Parents Plus intervention was designed to support parents, through

In the U.S. education system, students of color experience multiple forms of marginalization at the intersection of markers of difference. These injustices manifest in multiple forms, such as higher rates of inappropriate referrals to special education, misidentification, conferring stigmatizing labels, and subsequently placing students of color in more segregated spaces. To combat this persistent

For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study

Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists examining Tier 2 and 3 behavior support systems. The purpose

PURPOSE The Parent-Enhanced Moved by Reading to Accelerate Comprehension in English (Parent EMBRACE) program offers a bilingual parent-training literacy intervention for Latino families. Within the context of shared book reading, the application leverages both the home language and technology to increase parent question-asking during shared reading. Research goals were to (a) examine the potential

PURPOSE The study investigated the social-emotional functioning of children with typical hearing and deaf and hard of hearing (D/HH) children from diverse cultural backgrounds in Israel through parental reports. METHOD A total of 242 parents from both Arabic and Jewish communities participated: 130 were parents of D/HH children and 112 were parents of children with typical hearing. The Strengths and

Without effective support, students with disabilities experience more exclusionary discipline and benefit less from classroom instruction. Students with disabilities can benefit when teachers implement key classroom positive behavioral interventions and supports (PBIS) practices (e.g., prompts, opportunities to respond, and specific praise), but many teachers need additional professional development

We report findings of this replication study, examining the internalizing subscale (SRSS-I4) of the revised version of the Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale of the Teacher Report Form (TRF). Using the sample from 13 elementary schools across three states with 195 K–5 students, we replicated the initial data analytic

A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex

Autistic individuals face challenges in expressing their sexuality and understanding social norms, exacerbated by inadequate sex education. To improve the acquisition of sex education programs, this systematic review identified and synthesized the barriers and facilitators to addressing sex education for autistic learners. A comprehensive database search included five articles after screening the title

Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to develop relationships with peers. Identifying effective

In this article, we introduce the term vulnerability to achievement stressors, which refers to differentially low achievement when shifts in the educational environment “stress” or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for assessing vulnerability to achievement stressors. Vulnerability to achievement

We examined whether Phonics + Set for Variability (S fV) reading intervention would lead to better irregular word reading compared to Phonics + Morphology within a cluster randomized control trial (RCT) design with a follow-up measurement. The participants were 273 Grade 2 and 3 students with reading difficulties (139 in the Phonics + S fV and 134 in the Phonics + Morphology) who received intervention

Check-in/Check-out (CICO) behavioral support has been implemented in Finnish School-Wide Positive Behavior Interventions and Support (SWPBIS) schools to cater to students who require personalized behavior support beyond the universal level. Previous studies have demonstrated the effectiveness of CICO as a behavioral support method. However, further research is needed to investigate its effectiveness

Word problem-solving (WPS) poses a significant challenge for many students, particularly those with mathematics difficulties (MD), hindering their overall mathematical development. To improve WPS proficiency, providing individualized and intensive interventions is critical. This umbrella review examined 11 medium- to high-quality meta-analyses to identify intervention and participant characteristics

The present study examined the employment landscape for 129 autistic young adults. Data were collected over multiple waves including high school and early adulthood. Parents participated in interviews and responded to questions regarding young adult employment outcomes, on-the-job supports, job match, and overall job satisfaction. The predictive relationship between in-school variables and employment

PURPOSE Phonologically complex targets (e.g., [pl-]) are understood to facilitate widespread gains following speech sound intervention, and yet, available research largely features word-initial clusters. The present study investigates intervention effects following treatment of complex clusters presented in word-final position. Importantly, this allows for an added layer of complexity via suffixes

We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K–12 students. Results of logistic regression and receiver operating characteristic curves analyzed with a sample

The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse

This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)-implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members

The Schoolwide Expectations Survey for Specific Settings (SESSS) is a free-access tool school leadership teams can use to gather opinions from faculty and staff regarding what student behaviors are critical for success in various school settings. While the SESSS has been used for over a decade to inform the building of schoolwide expectation matrix as part of their Comprehensive, Integrated, Three-Tiered

Suicidal behaviors are relatively common among children, yet literature concerning the associated risks remains limited. Using a cumulative risk model, this study examined the effects of disability status, suspensions/expulsions, school disconnectedness, and negative peer relationships on suicidal behaviors. Data used were from The Future of Families and Child Wellbeing Study, which yielded an analytic

Amid a proliferation of highly potent opioids, school systems have sought to invest in programs for preventing substance misuse. School teams often prioritize early screening and intervention to prevent student substance misuse; however, given the limited resources of many schools, it is crucial to understand the extent to which commonly available data and existing frameworks are relevant for prevention

Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences

Internalizing problems are common mental health concerns among children and youth. Identifying malleable risk factors that are associated with internalizing problems, such as not having a trusted adult at school, can lead to positive behavior supports to reduce student risk. The purpose of this study was to evaluate the association between student-reported internalizing problems and having an adult

Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for students with emotional or behavioral disorders (EBD)

The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a

We aimed to identify empirically valid cut scores on the positive behavioral interventions and supports (PBIS) Tiered Fidelity Inventory (TFI) through an expert panel process known as bookmarking. The TFI is a measurement tool to evaluate the fidelity of implementation of PBIS. In the bookmark method, experts reviewed all TFI items and item scores by difficulty in order estimated by an item response

The Color Wheel System (CWS), a class-wide, rule-based behavioral management strategy, is a successful intervention to reduce off-task behaviors for elementary school students. However, this intervention has rarely been investigated in the middle school setting. The current study implemented the CWS within three sixth-grade general education inclusionary classrooms in a middle school in the United

Cognitive Abilities Test (CogAT) is one of the most frequently used gifted identification tools. In this meta-analytic study, we investigated empirical evidence of the validity of CogAT, in relation to different types of instruments. After reviewing 1,480 studies, a total of 24 with 33 effect sizes were included in the meta-analysis. According to our findings, the average effect size of r was found

Specific learning and attention difficulties are often first identified in childhood, but they can cause lifelong academic and occupational challenges. We explored the prevalence of these difficulties and the representation of sex and ethnicity amongst all first-year students in UK higher education across 12 years—almost 5.7 million students—and compared course preferences and University destinations

Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data

Many articles have been published in gifted education in recent years. This study aims to provide a comprehensive review of the evolution of academic studies in gifted education. In this context, the structural topic modeling (STM) method was used to analyze the topics and trends in the field. STM is a machine learning technique that utilizes natural language processing techniques based on text mining

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers’ knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative

PURPOSE Previous research has shown that many speech-language pathologists (SLPs) lack confidence in conducting augmentative and alternative communication (AAC) evaluations. The AAC Clinical Assessment Project team developed a protocol to help guide SLPs to complete AAC assessments for children with autism spectrum disorder (ASD). This article describes the creation and content validation of the protocol

PURPOSE The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the

Engaging with families to support their children’s social, emotional, and behavioral development is a key feature of positive behavior supports (PBSs). The purpose of this Special Series is to disseminate research on the application of PBSs with families and in home contexts. This issue contains five articles, including single case experimental designs, survey design, mixed-methods, and a literature

PURPOSE School-based telefacilitators are critical yet underresearched members of telepractice programs. They are the face of the telepractice program and are often telepractice champions in their communities. However, we have little research explaining the typical profile of telefacilitators, making it more difficult to identify personnel characteristics that contribute to the implementation of sustainable

The odds of grade retention for children with speech or language disorders were assessed using data from the National Survey of Children’s Health (NSCH), a nationally representative and cross-sectional survey of U.S. children from 2016 to 2021. Various demographic, social, and education variables were also examined to confirm prior findings with a large national cohort. Results indicate higher odds

Teacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the consequences of such rater dependence. To evaluate the possible

This article provides a conceptual commentary on the special series on potential burnout of teachers of students with emotional and behavioral difficulties (EBD). The issue of teacher burnout is considered through a dynamic, ecological systems theory framework to summarize the complexities of working with students with EBD and to highlight the importance of addressing their needs from a whole child

The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully

Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted

The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers’ sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development

PURPOSE Language sample analysis (LSA) provides many benefits for assessing, identifying therapy goals, and monitoring the progress of children with language disorders. Despite these widely recognized advantages, previous surveys suggest the declining use of LSA by speech-language pathologists (SLPs). This study aimed to provide updates on clinical LSA use following the recent introduction of two new

Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension