bluuebunny/crossref_metadata_2025 huggingface dataset:
Educational Homogamy in Two Gilded Ages
Authors: Mare Robert D.
Published: December 2015

Patterns of intermarriage between persons who have varying levels of educational attainment are indicators of socioeconomic closure and affect the family backgrounds of children. This article documents trends in educational assortative mating throughout the twentieth century in the United States, using socioeconomic data on adults observed in several large cross section surveys collected between 1972 and 2010 and on their parents who married a generation earlier. Spousal resemblance on educational attainment was very high in the early twentieth century, declined to an all-time low for young couples in the early 1950s, and has increased steadily since then. These trends broadly parallel the compression and expansion of socioeconomic inequality in the United States over the twentieth century. Additionally, educationally similar parents are more likely to have offspring who themselves marry within their own educational level. If homogamy in the parent generation leads to homogamy in the offspring generation, this may reinforce the secular trend toward increased homogamy.
Social Mobility in a High-Inequality Regime
Authors: Mitnik Pablo A. , Cumberworth Erin , Grusky David B.
Published: December 2015

Are opportunities to get ahead growing more unequal? Using data from the General Social Survey (GSS), it is possible to provide evidence on this question, evidence that is suggestive but must be carefully interpreted because the samples are relatively small. The GSS data reveal an increase in class reproduction among young and middle-age adults that is driven by the growing advantage of the professional-managerial class relative to all other classes. This trend is largely consistent with our new “top-income hypothesis” that posits that rising income inequality registers its effects on social mobility almost exclusively in the divide between the professional-managerial class and all other classes. We develop a two-factor model in which the foregoing effects of the inequality takeoff are set against the countervailing effects of the expansion of mass education. As the model implies, the trend in intergenerational association takes on a convex shape in the younger age groups, with the change appearing to accelerate in the most recent decade. These results suggest that the takeoff in income inequality may account in part for the decline in mobility.
The Changing Dynamics of Class and Culture in American Politics
Authors: Alwin Duane F. , Tufiş Paula A.
Published: December 2015

This article investigates the implications of Thomas Frank’s “conservative backlash” thesis that cultural cleavages have become much more important in contemporary American political life relative to traditional socioeconomic bases for political differentiation. We frame our research within the recent literature on the “polarization” of the electorate with respect to social and cultural issues. Using Hunter’s “culture war” imagery, we examine the extent to which opposing cultural forces on issues of abortion, gay rights, women’s extra-familial labor force participation, and child-rearing have become more important in shaping political identities and party preferences. We use data from twenty-six nationally representative surveys of the General Social Survey (GSS) from 1974 through 2010, and we find evidence of polarization in the liberal-conservative identities of respondents. We find that occupational class had a clear and consistent relationship to political views, which is relatively stable over time. We also find that cultural views are related to political identities, and that most features of the cultural component in our analysis are increasingly associated with liberal political views. Our results favor an interpretation of a changing role of cultural orientations in shaping political identities and provide tentative support for Frank’s “Kansas hypothesis” as revealed in the GSS data.
Does Growing Childhood Socioeconomic Inequality Mean Future Inequality in Adult Health?
Authors: Warren John Robert
Published: December 2015

Over the past half century, American children have experienced increasingly unequal childhoods. The goal of this article is to begin to understand the implications of recent trends in social and economic inequalities among children for the future of inequalities in health among adults. The relative importance of many of the causal pathways linking childhood social and economic circumstances to adult health remains underexplored, and we know even less about how these causal pathways have changed over time. I combine a series of original analyses with reviews of relevant literature in a number of fields to inform a discussion of what growing childhood inequalities might mean for future inequalities in adult health. In the end, I argue that there is good reason to suppose that growing inequalities in children’s social and economic circumstances will lead to greater heterogeneity in adults’ morbidity and mortality.
What Drives American Competitiveness?
Authors: Blank Rebecca M.
Published: December 2015

As productivity growth has slowed and wages have stagnated in the past decade, there is serious concern about the long-term competitiveness of the U.S. economy. This article discusses key factors that affect U.S. economic growth, including the number of workers, their skill level, and the level of innovation and investment in new ideas. There are limited prospects for growth in the number of workers, due to changes in age distribution, immigration, and women’s labor force participation. There has been a slow increase in worker skills in the United States, and there are opportunities for further growth in educational attainment. The role of innovation in developing new products and services that improve our wellbeing and drive productivity growth is a key driver of long-term growth, which means that the United States needs to stay at the front edge of basic and translational research. In recent decades, the preeminent U.S. position in the world economy has eroded as other countries have outstripped the United States in the growth of their educated workforce. At the same time, other countries have greatly increased their investments in basic research and innovation while U.S. investments have stalled. If the United States is to retain its long-term economic leadership, it must pay attention to policies that will enhance skills and innovation. The large public research university—an institution largely invented in the United States—has a key role to play.
A Novel Approach to the Challenging Injection Laryngoplasty
Authors: Mayerhoff Ross M. , Kuo Connie , Meyer Tanya
Published: December 2015

Introduction:

Injection laryngoplasty (IL) is typically performed either awake or under general anesthesia with paralysis. There is a subgroup of patients, however, for whom neither of these is a good option. For such patients, we report a hybrid technique that allows for a percutaneous injection without paralysis but with sedation to increase patient tolerance. Supraglottic airway laryngotracheal intervention (SALTI) brings the benefits of injection laryngoplasty to a group of patients previously underserved.

Methods:

Injection laryngoplasty cases using SALTI technique from July 1, 2013, to October 21, 2014, were reviewed. Data were collected regarding the indication, success of injection, comorbidities, and outcomes.

Results:

Seventeen subjects were reviewed. All were successfully injected without complications. Follow-up data were available for 15 subjects. The majority of patients experienced improved symptoms of dysphonia and/or dysphagia after the procedure.

Discussion and Conclusions:

This study demonstrates the feasibility of the SALTI technique for IL. The technique may also be useful for other procedures. Advantages include maintenance of spontaneous ventilation without paralysis, no neck extension, improved patient tolerance, and accommodation of difficult anatomy. Disadvantages are increased time and cost related to the operating room and the need for an assistant. Overall, SALTI permits IL in previously ineligible patients.
The Effect of Initial Tracheoesophageal Voice Prosthesis Size on Postoperative Complications and Voice Outcomes
Authors: Naunheim Matthew R. , Remenschneider Aaron K. , Scangas George A. , Bunting Glenn W. , Deschler Daniel G.
Published: December 2015

Objectives:

The optimal initial size of tracheoesophageal voice prosthesis (TEVP) for tracheoesophageal voice restoration (TEVR) remains unclear. As purported advantages exist favoring the placement of both 16F and 20F prostheses, this study compares complications and voicing outcomes after placement of 16 and 20 French (F) prostheses.

Methods:

All cases of TEVR at an academic medical center were retrospectively reviewed (2007-2013). Complications including dislodgement, leakage, infection, and granulation tissue were compared. Outcomes including frequency of prosthesis change, acquisition of speech, and time to fluent speech were compared.

Results:

Of 47 patients, 25 received 20F prostheses, and 22 received 16F. Postoperative complications were similar between groups, including leakage around the prosthesis ( P = .373) and aspiration pneumonia ( P = .670). There were no significant differences in timing of voicing or ability to achieve fluency. Although the 20F group appeared to undergo fewer prostheses changes per year (3.0 vs 5.3) and had a longer duration of use before first prosthesis change (76 vs 43 days), neither difference was found to be statistically significant.

Conclusion:

Voice restoration was successfully achieved using either 16F or 20F prostheses. Prosthesis diameter did not significantly affect complications or voicing. Both prostheses may be placed with safety and efficacy, allowing the practitioner to choose based on the potential individual benefits of either device.
Subtotal Petrosectomy for Cochlear Implantation
Authors: Polo Rubén , Del Mar Medina María , Arístegui Miguel , Lassaletta Luis , Gutierrez Auxiliadora , Aránguez Gracia , Prasad Sampath Chandra , Alonso Antonio , Gavilán Javier , Sanna Mario
Published: December 2015

Objectives:

The purpose of this study was to review the indications for subtotal petrosectomy for cochlear implantation, report our management of complications, as well as review those technical factors that are critical for successful implantation.

Methods:

Patients (n = 104) that underwent subtotal petrosectomy with closure of the external auditory canal and obliteration of the cavity with abdominal fat in combination with cochlear implantation were analyzed.

Results:

The most frequent indication for subtotal petrosectomy was the existence of a previous canal wall down technique. Postoperative complications occurred in 13 patients (11.83%). Extrusion of the device took place in 5 cases (4.55%).

Conclusions:

Subtotal petrosectomy in cochlear implantation permits obtaining a cavity isolated from the external environment, and when needed, it improves the access and visibility during the surgical procedure. Subtotal petrosectomy is a safe technique, with a low rate of complications.
School-based health education programmes, health-learning capacity and child oral health–related quality of life
Authors: Freeman Ruth , Gibson Barry , Humphris Gerry , Leonard Helen , Yuan Siyang , Whelton Helen
Published: December 2015

Objective:

To use a model of health learning to examine the role of health-learning capacity and the effect of a school-based oral health education intervention (Winning Smiles) on the health outcome, child oral health–related quality of life (COHRQoL).

Setting:

Primary schools, high social deprivation, Ireland/Northern Ireland.

Design:

Cluster randomised controlled trial.

Method:

A total of 383, 7- to 8-year-old children were invited to participate and randomly allocated into intervention and control conditions. Baseline and 12-month follow-up assessments of COHRQoL, self-esteem, toothbrushing–fluoride toothpaste knowledge and unstimulated saliva samples were made. An 18-hour post-brushing, saliva fluoride concentration was used to assess toothbrushing with fluoride toothpaste (behaviour). The data were entered onto SPSSv22. Structural equation modelling was applied using AMOSv22 to test for the role of health-learning capacity (baseline self-esteem and COHRQoL) and simultaneous effects of Winning Smiles upon knowledge, behaviour and COHRQoL (at follow-up).

Results:

A total of 238 children participated at baseline and follow-up. A partial latent hybrid model fitted the data reasonably well (χ2 = 65.6, df = 50, p = .07) as shown in addition by a Comparative Fit Index of .97 and a Root Mean Square Error of Approximation (RMSEA) value of .042 (90% confidence interval [CI]: .00, .06). The intervention had a significant effect on toothbrushing–fluoride toothpaste knowledge ( p < .03) and an effect on COHRQoL at the 6% level ( p < .06). Knowledge was strongly associated with saliva fluoride concentration ( p < .002).

Conclusion:

The model of health-learning capacity assisted in explaining the effect of a school-based intervention upon knowledge, toothbrushing behaviour and tentatively on COHRQoL.
Health promotion in a prison setting: Experience in Villabona prison
Authors: Muro Pilar , Enjuanes Jordi , Morata Txus , Palasí Eva
Published: December 2015

Aim:

The aim of this study was to analyse experiences of a health promotion intervention implemented by the Therapeutic and Educational Unit at Villabona prison in Spain, which aimed to create drug-free spaces as part of a model of social rehabilitation.

Design:

As part of a larger participatory evaluation study concerning the efficacy of community education, qualitative data were collected from inmates and key informants associated with the unit.

Methodology:

Information was gathered from 68 informants via 32 in-depth interviews, 6 discussion groups and 4 life stories. Participants included 39 inmates, 10 prison professionals, 5 ex-prisoners, 11 stakeholders and 3 family members.

Results:

The unit provides a drug-free space that encourages healthy behaviours and strengthens formal and informal social ties to enhance protective factors.

Conclusion:

The educational and therapeutic model employed may provide a successful methodology for the promotion of health in penal system institutions. Drug-free opportunities to promote good health may be provided through inmates’ participation in therapeutic spaces and the process of change, alongside effective social and community support. The intervention described here offers a successful new social model of health promotion and education for prison inmates.
Who is Using Assistive Technology in Schools?
Authors: Quinn Brianna Stegall , Behrmann Michael , Mastropieri Margo , Chung Yoosun , Bausch Margaret E. , Ault Melinda Jones
Published: December 2015

All students receiving special education services are entitled to the consideration of assistive technology (AT) devices and services; however, little research is available on who uses AT in schools. This study analyzed data from the National Assistive Technology Research Institute's (NATRI) Status of AT Use Survey to provide descriptive information related to students using AT. NATRI employed multi-stage, nonprobability purposive and convenience sampling, collecting usable data for 682 student AT users. The sample spanned all grades, preK-12, with the largest percentage of students receiving services in a self-contained setting (40.47%). The most common disability was multiple disabilities (27.71%). The results indicate a need for additional research to ensure that students who need AT receive access to it in a variety of educational environments.
Supported eText in Captioned Videos: A Comparison of Expanded versus Standard Captions on Student Comprehension of Educational Content
Authors: Anderson-Inman Lynne , Terrazas-Arellanes Fatima E. , Slabin Uladzimir
Published: December 2015

Expanded captions are designed to enhance the educational value by linking unfamiliar words to one of three types of information: vocabulary definitions, labeled illustrations, or concept maps. This study investigated the effects of expanded captions versus standard captions on the comprehension of educational video materials on DVD by secondary students who are deaf or hard of hearing. Participants were assigned randomly to two groups, with each group experiencing both conditions in counterbalanced order. Scores from pretests and posttests of vocabulary and informational content revealed no statistically significant differences between the two conditions. The findings are discussed in light of student preferences for expanded captions and screen-capture data that revealed low access levels for the expanded material.
Are Handheld Computers Dependable? A New Data Collection System for Classroom-Based Observations
Authors: Adiguzel Tufan , Vannest Kimberly J. , Parker Richard I.
Published: December 2015

Very little research exists on the dependability of handheld computers used in public school classrooms. This study addresses four dependability criteria—reliability, maintainability, availability, and safety—to evaluate a data collection tool on a handheld computer. Data were collected from five sources: (1) time-use estimations by 19 special education teachers using handheld computers, (2) observations of time use from eight external data collectors, (3) teacher interviews, (4) technical reports, and (5) teacher satisfaction surveys. Results indicate that this data collection tool satisfied all four dependability criteria. The study also confirms that dependable handheld computers can replace paper-based data collection in educational settings.
Defining a Technology Research Agenda for Elementary and Secondary Students with Learning and other High-Incidence Disabilities in Inclusive Science Classrooms
Authors: Marino Matthew T.
Published: December 2015

Increased numbers of elementary and secondary students with learning and other disabilities are participating in inclusive science classrooms. Unfortunately, many of these students struggle to achieve at a level commensurate with their peers. As a result, few students with disabilities pursue advanced scientific coursework or enter science, technology, engineering, and mathematics (STEM) careers. Technology offers promise as a means to promote these students' academic achievement and attitudes toward science. However, there is limited research that utilizes the quality standards identified by Gersten and Edyburn (2007) that examine how this can be accomplished. This article presents a review of literature ( N = 71) from 1997–2009 across the often disparate fields of special education, science, and technology using the Universal Design for Learning (Rose, Meyer, & Hitchcock, 2005) and Cognitive Load (Sweller, 1999) theoretical frameworks. It concludes with the identification of key research issues that should be considered when examining how technology can affect the academic achievement and attitudes of students with learning and other disabilities in inclusive science classrooms.
Using Symbol-Supported Writing Software with Students with down Syndrome: An Exploratory Study
Authors: Prest Joanne McCartney , Mirenda Pat , Mercier Daphne
Published: December 2015

This exploratory study examined the use of symbol-supported writing software with students with Down syndrome across two school years. In Year 1, 43 participants used this software and provided data over four months. In Year 2, 17 of the same participants provided data over an additional five months. A quasi-experimental repeated measures design was used to assess changes in students' symbol supported writing over time. Participants produced monthly, 10-minute writing samples about a specified topic using symbol-supported writing software. The writing samples were examined with regard to writing rate, conventions, and two measures of writing quality. Results suggest that symbol-supported writing software can contribute to improved writing rate as well as increased opportunities for writing practice. The results are discussed in terms of implications, limitations, and future research.
Moving toward a Hybrid Teacher Education Course: Supporting the Theory to Practice Challenge in Special Education
Authors: Jones Phyllis , West Elizabeth A.
Published: December 2015

The use of teacher education hybrid courses has become a growing and more visible phenomenon in the field of special education. This article describes a hybrid course development process that utilizes a seven-stage learning cycle model for course structure and design as a way to support the translation of evidence-based practices to the classroom and larger school community context. A case example is described where two cohorts of graduate special education students completed a hybrid course developed around this seven-stage model. This case presents a positive student perspective of the hybrid course structure and supports a reflection of application to practice.
An Analysis of Factors That Affect Struggling Readers' Achievement during a Technology-Enhanced STEM Astronomy Curriculum
Authors: Marino Matthew T. , Black Anne C. , Hayes Michael T. , Beecher Constance C.
Published: December 2015

This article reports the findings of a study examining independent variables that contributed to the science, technology, engineering, and mathematics (STEM) achievement of students with reading difficulties who participated in a technology-enhanced astronomy curriculum. The curriculum incorporated key elements of the Universal Design for Learning (UDL) theoretical framework. Participants (N = 1153) included middle school students from 64 inclusive science classrooms. A two-level hierarchical linear model was developed to determine the contribution of student- and teacher/classroom-level factors to the prediction of posttest and problem-solving scores. Results reveal differences across schools in the effect of being in a lower reading ability group on performance on the posttest and problem-solving measures, with some students performing at a level commensurate with their proficient reading peers. Factors associated with differential performance are identified. Implications of these findings are discussed. Areas for future research are identified.
Exploring the Bridge from Multimedia Cases to Classrooms: Evidence of Transfer
Authors: Fitzgerald Gail , Mitchem Katherine , Hollingsead Candice , Miller Kevin , Koury Kevin , Tsai Hui-Hsien
Published: December 2015

This article reports findings from a follow-up study of teacher education students who utilized multimedia cases in coursework in preparation for teaching students with emotional/behavioral disorders. The purpose of the study was to examine the extent to which knowledge, skills, and attitudes gained through multimedia case-based instruction were maintained following coursework with the cases and transferred to discussions of classroom practice. Research subjects included 16 students who agreed to participate in an online follow-up support group during the two semesters after their use of multimedia cases in their teacher education courses. The independent variable was testing condition (postinstruction versus follow-up Semester 1 versus follow up Semester 2). Dependent variables included the breadth of concept (nodes), the interconnectedness of concept (links), and the quality of content contained in concept maps completed at preinstruction, postinstruction, and two follow-up points in time. Results indicated that conceptual change occurred between preinstruction and the first follow-up phase, and these changes in conceptual knowledge were maintained during the follow-up period while participants were employed in schools. Qualitative data provide a rich understanding of the study findings by relating transfer of knowledge, skills, and attitudes to the prior case instruction and scaffolds embedded in the cases.
Effects of Video Adaptations on Comprehension of Students with Intellectual and Developmental Disabilities
Authors: Evmenova Anna S. , Behrmann Michael M. , Mastropieri Margo A. , Baker Pamela H. , Graff Heidi J.
Published: December 2015

This study investigated the effects of alternative narration, highlighted text, picture/word-based captions, and interactive video searching features for improving comprehension of nonfiction academic video clips by students with intellectual and developmental disabilities (ID/DD). Combined multiple baselines across participants and alternating treatment designs were employed to evaluate the factual comprehension by five postsecondary participants with ID/DD. Comprehension was measured by the number of correct oral responses after watching regular, nonadapted videos in the baseline phases, as well as after watching adapted videos and after searching videos for answers via hyperlinks in the treatment and maintenance phases. Findings included: (a) the participants improved their factual comprehension of video content significantly after viewing videos modified with alternative narrations and various captioning adaptations, which resulted in additional significant improvements after students had an opportunity to search the video for answers and adjust their original oral responses; (b) the participants performed equally well regardless of the type of captions (highlighted text or picture/word-based); and (c) there was no significant difference in participant comprehension between motion videos and static images. Adapted videos offer innovative solutions for legally required access and active participation of students with intellectual and developmental disabilities in grade- and subject-linked academic curriculum.
The Use of Assistive Technology to Improve Time Management Skills of a Young Adult with an Intellectual Disability
Authors: Green Julie M. , Hughes Elizabeth M. , Ryan Joseph B.
Published: December 2015

A growing literature base suggests the need for positive interventions to help individuals with intellectual disabilities improve their time management skills. Time management is a crucial area that must be addressed in the effort to equip adults with the skills necessary to achieve independence, success in employment, and improved quality of life. Lack of effective time management skills may hinder an individual's ability to gain and maintain successful employment and to live independently. When the primary issue is time management, assistive technology (AT) may provide a simple and cost-effective intervention. The purpose of this study was to examine the use of a vibrating watch to affect the time management skills of a young adult female with an intellectual disability. Results indicate that the vibrating watch was an effective piece of AT that received a high satisfaction rating. Implications of these findings for current practice and the need for future research are discussed.
Video Modeling of Cooperative Discussion Group Behaviors with Students with Learning Disabilities in a Secondary Content-Area Classroom
Authors: O'Brien Chris , Wood Charles L.
Published: December 2015

Peer-mediated instructional strategies such as cooperative learning are commonly used in general education classrooms in secondary schools; however, students with disabilities often lack the group interaction and discussion skills necessary to fully benefit from evidence-based interventions. The present study used a multiple baseline across participants design to evaluate the use of video modeling to promote the cooperative behaviors and higher level discussion skills of high school students with learning disabilities participating in a Numbered Heads Together (NHT) group discussion strategy in a secondary social studies class. Results indicate that the simple technological intervention of video modeling effectively and efficiently promoted the use of group social skills and discussion skills among students with learning problems who experience difficulty with peer-mediated instructional strategies in secondary content-area classes.
A Virtual Map to Support People Who are Blind in Navigation through Real Spaces
Authors: Lahav Orly , Schloerb David W. , Kumar Siddarth , Srinivasan Mandayam A.
Published: December 2015

Most of the spatial information needed by sighted people to construct cognitive maps of spaces is gathered through the visual channel. Unfortunately, people who are blind lack the ability to collect the required spatial information in advance. The use of virtual reality as a learning and rehabilitation tool for people with disabilities has been on the rise in recent years. This research is based on the hypothesis that the advance supply of appropriate spatial information (perceptual and conceptual) through compensatory sensorial channels within a virtual environment may assist people who are blind in their anticipatory exploration and cognitive mapping of the unknown space. In this long-term research we developed and tested the BlindAid system that combines 3D audio with a Phantom® haptic interface to allow the user to explore a virtual map through a hand held stylus. The main goals of this research were to study the cognitive mapping process of people who are blind when exploring complex virtual maps and how they apply this spatial knowledge later in real space. The findings supply strong evidence that interaction with the BlindAid system by people who are blind provides a robust foundation for the participants' development of comprehensive cognitive maps of unknown real spaces.
Exploring the Efficacy of Online Strategy Instruction for Improving the Reading Abilities of Students with Learning Disabilities
Authors: Fitzgerald Nancy S. , Miller Susan P. , Higgins Kyle , Pierce Tom , Tandy Dick
Published: December 2015

The purpose of this study was to investigate the effect of using online modules to teach The Word Identification Strategy (Lenz, Schumaker, Deshler, & Beals, 2007) to elementary and middle school students with learning disabilities in reading. The five participants in this multiple probe across participants study were enrolled in an online charter school and received their instruction via the school's Internet-based platform. Baseline, intervention, and maintenance data revealed that all five participants improved in the area of oral reading. Additional standardized and curriculum-based pre- and posttest measures revealed improvements related to oral reading, comprehension, and use of the strategy. Implications for teaching The Word Identification Strategy within an online context are discussed and recommendations for future research in this area are provided.
Human Functioning, Supports, Assistive Technology, and Evidence-Based Practices in the Field of Intellectual Disability
Authors: Luckasson Ruth , Schalock Robert L.
Published: December 2015

This article discusses the use of assistive technology (AT) in the context of three current international trends in the field of intellectual disability (ID) that are significantly impacting the delivery of services and supports to persons with ID: the provision of systems of supports based on the individual's assessed support needs, the increased use of AT, and the expectation that interventions will be founded on evidence-based practices. These three trends are described in reference to a social-ecological conceptualization of disability and a multidimensional model of human functioning. The article concludes with a list of potential research questions that integrate a framework of human functioning, supports, AT, and evidence-based practices.
Integrating Augmentative and Alternative Communication and Peer Support for Students with Disabilities: A Social-Ecological Perspective
Authors: Fisher Kimberly Wolowiec , Shogren Karrie A.
Published: December 2015

The purpose of this review was to examine the degree to which augmentative and alternative communication (AAC) intervention research included students with disabilities and their peers as part of the intervention. Given the shift in the field toward a social-ecological framework of disability, incorporating natural communication partners into interventions and systems of supports for communication and social relationships is increasingly important to promote valued outcomes, including meaningful friendships and social networks between students with disabilities and their peers. Thirteen empirical studies were identified that included students with intellectual and developmental disabilities (I/DD) who used AAC and their peers. These studies were grouped according to their focus on the target student with a disability, the peer, or the dyad. Directions for future research and practice from a social-ecological framework are discussed.
Using Cell Phone Technology for Self-Monitoring Procedures in Inclusive Settings
Authors: Bedesem Peña L.
Published: December 2015

The purpose of this study was to determine the effects and social validity of an innovative method of self-monitoring for middle school students with high-incidence disabilities in inclusive settings. An updated self-monitoring procedure, called CellF-Monitoring, utilized a cell phone as an all-inclusive self-monitoring device. The study took place in an inclusive middle school classroom in central Florida with two students with high-incidence disabilities. A multiple baseline across participants single-subject design was employed. Results indicate that the CellF-Monitoring procedure is effective and socially valid. Limitations of the study are identified and opportunities for future research are discussed.
Online Learning for Students with Disabilities: A Framework for Success
Authors: Cavanaugh Cathy , Repetto Jeanne , Wayer Nicola , Spitler Carrie
Published: December 2015

Students with disabilities increasingly are choosing online learning experiences. Research-based interventions need to be applied to online learning to keep these students engaged in school. From the literature on students with disabilities who are at risk, we have identified five areas of impact that can contribute to student engagement. These “5 Cs” are learner control, a flexible and rigorous curriculum, a safe climate, a caring community, and connection to students as individuals and their future goals. The 5 Cs are discussed along with their application to online learning environments, and examples of current online programs employing these strategies are given.
The Effects of a Computer-Assisted, Schema-Based Instruction Intervention on Word Problem-Solving Skills of Low-Performing Fifth Grade Students
Authors: Fede Jessica L. , Pierce Margaret E. , Matthews William J. , Wells Craig S.
Published: December 2015

This study examined the effects of computer-assisted, schema-based instruction on the problem-solving skills of fifth grade students with below average problem-solving skills. In a randomized controlled study, 16 students were given a 12-week intervention, and 16 control students received state test preparation review in their regular classroom. Results demonstrated that the computer-assisted, schema-based instruction group showed greater gains relative to the control group on items from the Massachusetts Comprehensive Assessment System and greater rates of growth on biweekly examiner-made probes. However, no difference in gain scores between the groups was observed on the Process and Application subtest from the Group Mathematics Assessment and Diagnostic Evaluation. Implications for intervention and future research are discussed.
Clicking Away: Repurposing Student Response Systems to Lessen Off-Task Behavior
Authors: Szwed Kathryn , Bouck Emily C.
Published: December 2015

Self-monitoring is a well-documented practice to assist educators with addressing students' behavioral challenges. However, little research has examined technology to support students' self-monitoring. Within this study, three elementary students were taught self-monitoring skills using student response systems to increase on-task behaviors in an inclusive setting. When prompted by the teacher, students identified as having an emotional disability or students at risk for behavioral challenges used a student response system to record if they were on or off task. A single-subject withdrawal design indicated the frequency of each student's off-task behavior decreased during use of the student response system. During the withdrawal and maintenance phases, frequency of the behavior returned to baseline levels. The technology supported improved student behavior when used, but students were unable to maintain the improved on-task behavior when they were not self-monitoring. Student and teacher perceptions of the student response system technology verified the off-task behavior data; students and teachers were positive about the use of the technology as a self-monitoring tool.
Using Electronic Performance Support Systems to Improve Academic Performance of Secondary Students with Disabilities
Authors: Mitchem Katherine J. , Fitzgerald Gail , Miller Kevin , Hollingsead Candice
Published: December 2015

A key challenge in secondary education and transition is ensuring that students with disabilities are prepared to access and participate in postsecondary education. Electronic performance support systems offer potential for addressing needs of secondary students who are at risk for failure or who encounter challenges in school due to high-incidence disabilities. The purpose of this study was to investigate the effects of training and implementation of an electronic performance support systems on targeted IEP goals for ninth and twelfth grade students with disabilities. A series of multiple probe designs was used to examine the effectiveness of tool usage across four ninth grade students and four twelfth grade students as well as to investigate tool usage across settings (training, academic, and transition) for each student. This study demonstrated an improvement in target behaviors when the intervention was introduced in the training setting for ninth grade and twelfth grade students with high-incidence disabilities. In addition, each student showed some improvement in the target behavior when the intervention was implemented across settings. The authors discuss limitations along with implications for future research and practice.
Cooperative Inquiry Extended: Creating Technology with Middle School Students with Learning Differences
Authors: Foss Elizabeth , Guha Mona Leigh , Papadatos Panagis , Clegg Tamara , Yip Jason , Walsh Greg
Published: December 2015

Cooperative Inquiry is a method of developing technology in which children and adults are partners in the design process. Researchers use Cooperative Inquiry to empower children in the design of their own technology and to design technology that is specific to children's needs and wants. As Cooperative Inquiry is continually evolving and expanding, it is important to consider how researchers can extend this inclusive design approach to work with populations of children with disabilities. In a semester-long case study, researchers explored the use of Cooperative Inquiry in a classroom of middle school boys with learning differences, including mild to moderate autism, specific learning disabilities, and Attention Deficit Hyperactivity Disorder (ADHD). The participating class of 10 boys ages 11–12 designed a browser-based computer game using Cooperative Inquiry over the course of six design sessions. During the project, the children had overall positive experiences and were able to form partnerships with the adult researchers to develop the game. Based on the experiences of all the team members, researchers make recommendations for employing Cooperative Inquiry in special education classrooms. These include adding informal time during the design sessions, maintaining a high adult-to-child ratio, giving instructions using many modalities, and planning for high engagement. Through this work, researchers broaden Cooperative Inquiry's applicability to a new population in a classroom setting, and provide guidance for designing with populations of children with special leaning needs in the future.
Technology-Enhanced Project-Based Learning: Effects on Historical Thinking
Authors: De La Paz Susan , Hernández-Ramos Pedro
Published: December 2015

We explored several facets of middle school students' historical thinking before and after they completed a six-week unit on American history from the early to mid 1800s. A central focus of this investigation was the degree to which a technology-supported project-based learning experience promoted growth in academically diverse students' historical thinking. Responses from 20 purposefully selected students' interviews, content learning assessments, multimedia projects, and written journal entries indicated tangible benefits of the instructional approach. In addition, our results revealed many similarities in outcome among students with and without disabilities, suggesting that our approach leveled the playing field for many students who typically struggle with learning in secondary classrooms. Technology-enhanced project-based learning (PBL) challenges both teachers and students, yet appears to hold promise as a means for teaching academically diverse groups of students to think historically in inclusive settings.
Instructor Interaction and Immediacy Behaviors in a Multipoint Distance Educational Environment: Using Technology to Improve Low-Incidence Teacher Preparation
Authors: Bohnstedt Kathy D. , Jerome Marci Kinas , Lojkovic David A. , Brigham Frederick J. , Behrmann Michael M.
Published: December 2015

The purpose of this study was to examine the experiences of professors teaching in a multipoint videoconferencing instructional environment and how they interacted with students in proximate and remote classrooms. Qualitative and quantitative data were analyzed to gain an understanding of the teaching experience and to examine differences between instructor interaction and immediacy behaviors based on student location. Results indicated that no clear difference existed in instructor interaction behaviors with local and remote populations, but that they engaged in more immediacy behaviors with the remote population.
Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study
Authors: Okolo Cynthia M. , Diedrich Jeff
Published: December 2015

This study provides a snapshot of factors associated with assistive technology (AT) use in one large Midwestern state. Conducted about 25 years after the passage of the original Technology Related Assistance Act, the study presents results from a survey of 1,143 Michigan educators. Results of the study show that respondents use technology frequently in their personal and professional lives, but less so during the instruction of students with disabilities. AT is viewed positively and educators believe they are knowledgeable about some aspects of technology use. However, in other areas, educators provide low ratings of their knowledge of specific AT uses and functions, and have mixed impressions of the support they receive for technology use. Scores on measures of self-reported knowledge and perceived support vary significantly among different categories of respondents and are only moderate for special educators and low for general educators. Nevertheless, educators express interest in further professional development about AT. The need for additional professional development, along with better access to technology and more funding, are perceived as top barriers to more widespread AT use. Other findings include a lack of knowledge about how technology is used by students in and out of school and the low rate of participation of general educators, students, and parents in AT decisions. The article concludes with a discussion of the implications of these findings for reforming practices related to technology implementation, professional development, and research.
The Impact of Text-to-Speech on Expository Reading for Adolescents with LD
Authors: Meyer Nancy K. , Bouck Emily C.
Published: December 2015

Text-to-speech (TTS) technology holds promise as a compensatory tool for adolescents with learning disabilities in accessing grade-level expository text. A multiple-baseline-across-participants design examined the effectiveness of TTS on oral reading fluency, comprehension, and task completion time for two males and one female with reading disabilities in a Midwest junior high school. TTS did not affect students' fluency, comprehension, or task completion time, although social validity interviews revealed that each student valued the independence and efficiency TTS provided. Students believed they comprehended fully, read more fluently, and finished the reading task more quickly with TTS than without it. Limitations and implications for future research are addressed in this article.
Collaborative Robotics Projects for Adolescents with Autism Spectrum Disorders
Authors: Yuen Timothy T. , Mason Lee L. , Gomez Alvaro
Published: December 2015

This study examines the levels of social interaction of students with high-functioning autism spectrum disorders during collaborative robotics projects. An alternating treatments design was used to observe the duration of social interaction of two middle school children with autism spectrum disorders across robotics and nonrobotics instruction as well as structured versus nonstructured activities. Results show that both participants with autism spectrum disorders engaged in higher levels of social interaction during robotics instruction when compared with nonrobotics instruction sessions. However, one participant displayed significantly higher levels of social interaction during nonstructured activities, indicating that the instructional setting may serve as a conditioned punisher for the student's social interactions.
Reading Math: A Comparison of Reading and Listening to Algebraic Problems
Authors: Bouck Emily C. , Weng Pei-Lin
Published: December 2015

Digital text is being used in elementary and secondary education for students with and without disabilities, but without much consideration as to its impact on student outcomes. This single-subject alternating treatment design sought to understand how the performance of three secondary students with visual impairments was impacted by accessing algebra via a digital textbook in comparison to accessing it via a traditional textbook. The main findings of this study suggested that (a) students tended to solve the algebra equations better when they were presented via their traditional textbook; (b) task completion was longer for all three students when using the digital textbook, although the amount of time differed across students; and (c) two of the three students preferred their traditional textbook and one preferred the digital textbook. The results hold implications for the implementation of digital text in mathematics for students with disabilities and suggest that continued research is needed.
Creating Multimedia-Based Vignettes with Embedded Evidence-Based Practices: A Tool for Supporting Struggling Learners
Authors: Kennedy Michael J. , Aronin Sara , O'Neal Michael , Newton Jennifer R. , Thomas Cathy Newman
Published: December 2015

Most general education content area teachers teach classes that include students with disabilities. However, this can be a daily challenge, as most teachers in this group receive limited support for meeting the unique needs of those students in their respective disciplines. One tool used by many to help support learning for all students is multimedia-based instruction; however, the quality of available multimedia can be hit or miss, it can be difficult to find, and it is often a mismatch for student learning needs. In this study, an innovative multimedia-based intervention, Content Acquisition Podcasts (CAPs) are introduced and described in the context of teacher candidate capacity to create a sample video. CAPs contain a combination of evidence-based instructional design principles and practices for learning vocabulary terms and concepts. Forty master's degree students were taught to create CAPs, which were evaluated for adherence to established design principles and evidence-based instructional practices. Participants completed a satisfaction survey and participated in a focus group regarding their experience. Implications for practitioners and teacher educators are included and discussed.