Task- Related Interactions Among Teachers and Exceptional, At-Risk, and Typical Learners in Inclusive Classrooms

1999 ◽  
Vol 20 (4) ◽  
pp. 226-232 ◽  
Author(s):  
Valeria T. Chow ◽  
Connie Kasari
Keyword(s):  
At Risk ◽  
General Education ◽  
Inclusive Classrooms ◽  
Exceptional Children ◽  
Students At Risk ◽  
School Year ◽  
Naturally Occurring ◽  
Child Interaction ◽  
General Education Classroom ◽  
Interaction Behaviors

Teacher-child interactions with exceptional, at-risk, and typical learners were observed in three inclusive classrooms. The purpose of this study was to examine both the frequency and type of teacher and student initiations and responses. Observations were conducted at the beginning, middle, and end of one entire school year and based on naturally occurring teacher-child interaction. Behaviors included teacher initiations, student initiations, and teacher responses to student initiations. Although the number of interactions between teachers and children did not change over the year, the type of interactions did change during the year in relation to child group membership. Teachers initiated more task-related interactions with exceptional children and gave them more negative feedback compared to at-risk and typical learners, but only at the beginning of the year. In the middle of the year, teachers gave significantly more negative responses to the task-related and off-task initiations of students at risk than to children with disabilities or typical learners. By the end of the year, there were no significant differences in the number or type of initiations to any of the children. Implications are discussed for the practice of including children with special needs in the general education classroom.

Academic Achievement Effects of an in-Class Service Model on Students with and without Disabilities

1998 ◽  
Vol 64 (2) ◽  
pp. 239-253 ◽  
Author(s):  
Lise Saint-Laurent ◽  
Jean Dionne ◽  
Jocelyne Giasson ◽  
Éagide Royer ◽  
Claude Simard ◽  
...  
Keyword(s):  
At Risk ◽  
General Education ◽  
Service Model ◽  
Collaborative Consultation ◽  
Students At Risk ◽  
Significant Treatment ◽  
General Education Students ◽  
Mathematics Scores ◽  
School Year ◽  
The Impact

This article presents the results of a study designed to evaluate the impact of an in-class service model on the achievement of students at risk of school failure. The model, which included collaborative consultation, cooperative teaching, parent involvement, and strategic and adapted instruction was implemented for 1 school year in 13 different schools. Significant effects were found on writing scores for students at risk and on reading and mathematics scores for general education students. No significant treatment effects were detected for students with learning disabilities. The findings confirm the benefits of the in-class service model for some students and the need to pursue further research in order to achieve better results for the lowest achievers in the classroom.

scholarly journals Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

2007 ◽  
Vol 74 (1) ◽  
pp. 47-70 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
M. Annette Little ◽  
Jenny Redding-Rhodes ◽  
Andrea Phillips ◽  
Megan T. Welsh
Keyword(s):  
At Risk ◽  
General Education ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
First Grade ◽  
School Site ◽  
Students At Risk ◽  
Baseline Design

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.

Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD

2012 ◽  
Vol 37 (2) ◽  
pp. 87-98 ◽  
Author(s):  
R. Allan Allday ◽  
Kim Hinkson-Lee ◽  
Tina Hudson ◽  
Shelley Neilsen-Gatti ◽  
Andrew Kleinke ◽  
...  
Keyword(s):  
At Risk ◽  
General Education ◽  
General Educators ◽  
Multiple Baseline ◽  
Baseline Design ◽  
General Education Classroom ◽  
Behavior Specific Praise ◽  
Use Behavior ◽  
Specific Praise ◽  
Students With Ebd

Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training.

Teaching Exceptional Children With Mobile Technologies in a General Education Classroom

2017 ◽  
pp. 263-287
Author(s):  
Jason Trumble ◽  
Yara N. Farah ◽  
David A. Slykhuis
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inquiry Learning ◽  
Gifted Students ◽  
Learning Processes ◽  
Mobile Technologies ◽  
Practical Implementation ◽  
Exceptional Children ◽  
Students With Special Needs ◽  
General Education Classroom

Meeting the needs of all students is of crucial concern for all teachers. As technology continues to change our culture and the ways students learn, it is important for teachers to embrace new pedagogies that meet the needs of both gifted students and students with special needs. This chapter proposes a framework that supports the integration of differentiation, inquiry learning processes, and mobile technologies. The goal of presenting this framework is to provide a research foundation for a conceptual ideal geared toward practical implementation that benefits these two marginalized populations of students.

Students with Learning Problems at Risk in Middle School: Stress, Social Support, and Adjustment

1998 ◽  
Vol 65 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Melodie Wenz-Gross ◽  
Gary N. Siperstein
Keyword(s):  
Social Support ◽  
Middle School ◽  
At Risk ◽  
General Education ◽  
Learning Problems ◽  
Mild Mental Retardation ◽  
Education Students ◽  
Students At Risk ◽  
School Interventions ◽  
General Education Students

This study compared the stress, social support, and adjustment of 40 students with learning problems due to learning disabilities or mild mental retardation, and 396 general education students without learning problems, in middle school Examined were: stressors related to academics, peers, and problems with teacher/rules and overall felt stress; social support from family, other adults, and peers; and adjustment, including feelings about self and liking school. The relation between stress, social support, and adjustment also was explored. Results showed that students with learning problems experienced more stress, less peer support, greater adult support, and poorer adjustment, than those without learning problems. Adjustment was related to students' stress in middle school. Interventions for this group of students at risk were discussed.

Teaching Exceptional Children With Mobile Technologies in a General Education Classroom

2020 ◽  
pp. 1058-1076
Author(s):  
Jason Trumble ◽  
Yara N. Farah ◽  
David A. Slykhuis
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inquiry Learning ◽  
Gifted Students ◽  
Learning Processes ◽  
Mobile Technologies ◽  
Practical Implementation ◽  
Exceptional Children ◽  
Students With Special Needs ◽  
General Education Classroom

Meeting the needs of all students is of crucial concern for all teachers. As technology continues to change our culture and the ways students learn, it is important for teachers to embrace new pedagogies that meet the needs of both gifted students and students with special needs. This chapter proposes a framework that supports the integration of differentiation, inquiry learning processes, and mobile technologies. The goal of presenting this framework is to provide a research foundation for a conceptual ideal geared toward practical implementation that benefits these two marginalized populations of students.

Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms

2003 ◽  
Vol 69 (3) ◽  
pp. 315-332 ◽  
Author(s):  
Pam Hunt ◽  
Gloria Soto ◽  
Julie Maier ◽  
Kathy Doering
Keyword(s):  
At Risk ◽  
Special Education ◽  
General Education ◽  
Severe Disabilities ◽  
Students At Risk ◽  
Team Members ◽  
Classroom Activities ◽  
Students With Severe Disabilities ◽  
General Education Classrooms ◽  
Special Education Personnel

This study investigated the effectiveness of a general education/special education collaborative teaming process on the academic and social participation of six students in general education classrooms. Three of the students experienced severe disabilities. The other three were considered academically at risk. Each student was supported by an educational team that included general and special education personnel and the students' parents. Each team developed and collaboratively implemented individualized Unified Plans of Support for one student at risk and a classmate with disabilities, consisting of academic adaptations and communication and social supports. The effectiveness of the support plans was evaluated through behavioral observations and team interviews. Intervention outcomes suggested that for each of the six students consistent implementation of the plans of support by team members was associated with increases in academic skills, engagement in classroom activities, interactions with peers, and student-initiated interactions.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

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