bluuebunny/crossref_metadata_2025 huggingface dataset:
Ekman Pumping and the Energetics of the Southern Hemisphere Eddy Life Cycle
Authors: Baggett Cory , Lee Sukyoung
Published: April 2014

In the framework of the Lorenz energy cycle, the climatological and eddy life cycle characteristics of the generation of eddy available potential energy through Ekman pumping (EEPE) are evaluated using Interim European Centre for Medium-Range Weather Forecasts (ECMWF) Re-Analysis (ERA-Interim) data (1979–2011). EEPE exhibits an annual cycle that is maximized during a given hemisphere’s winter, with maximum values in the midtroposphere of the midlatitudes.

Spectral analysis of the Southern Hemisphere storm track reveals that positive EEPE is associated with an anomalously small vertical phase tilt. A composite analysis of the Southern Hemisphere eddy life cycle reveals a maximum in EEPE that occurs after the peak eddy amplitude. Eddy life cycles during winter with large values of EEPE have higher values of eddy available potential energy and eddy kinetic energy than life cycles with small EEPE. However, baroclinic energy conversion remains unenhanced in life cycles with large values of EEPE. The lack of enhancement of baroclinic conversion is related to the small vertical phase tilt associated with positive EEPE. Instead, barotropic energy conversion is muted, and it is this muted barotropic decay that results in an amplification of eddy kinetic energy. There is no evidence of reflecting critical latitudes playing a role in this reduction of barotropic decay, as found in previous modeling studies. Rather, during Southern Hemisphere winter, this reduction coincides with the presence of a turning latitude on the equatorward side of the storm track.
Revisiting the Wintertime Intraseasonal SST Variability in the Tropical South Indian Ocean: Impact of the Ocean Interannual Variation*
Authors: Li Yuanlong , Han Weiqing , Shinoda Toshiaki , Wang Chunzai , Ravichandran M. , Wang Jih-Wang
Published: April 2014

Intraseasonal sea surface temperature (SST) variability over the Seychelles–Chagos thermocline ridge (SCTR; 12°–4°S, 55°–85°E) induced by boreal wintertime Madden–Julian oscillations (MJOs) is investigated with a series of OGCM experiments forced by the best available atmospheric data. The impact of the ocean interannual variation (OIV), for example, the thermocline depth changes in the SCTR, is assessed. The results show that surface shortwave radiation (SWR), wind speed–controlled turbulent heat fluxes, and wind stress–driven ocean processes are all important in causing the MJO-related intraseasonal SST variability. The effect of the OIV is significant in the eastern part of the SCTR (70°–85°E), where the intraseasonal SSTs are strengthened by about 20% during the 2001–11 period. In the western part (55°–70°E), such effect is relatively small and not significant. The relative importance of the three dominant forcing factors is adjusted by the OIV, with increased (decreased) contribution from wind stress (wind speed and SWR). The OIV also tends to intensify the year-to-year variability of the intraseasonal SST amplitude. In general, a stronger (weaker) SCTR favors larger (smaller) SST responses to the MJO forcing. Because of the nonlinearity of the upper-ocean thermal stratification, especially the mixed layer depth (MLD), the OIV imposes an asymmetric impact on the intraseasonal SSTs between the strong and weak SCTR conditions. In the eastern SCTR, both the heat flux forcing and entrainment are greatly amplified under the strong SCTR condition, but only slightly suppressed under the weak SCTR condition, leading to an overall strengthening effect by the OIV.
On “Gridless” Interpolation and Subgrid Data Density
Authors: Chin Toshio Michael , Vazquez-Cuervo Jorge , Armstrong Edward M.
Published: April 2014

Nearest-neighbor gridding, binning, and bin-averaging procedures are performed routinely to map the irregularly sampled data onto a grid for data analysis and assimilation. Because these procedures are actually an interpolation procedure based on a piecewise constant function as the interpolation kernel, they tend to discard the subgrid locations of the data. Use of a locally continuous function for the interpolation kernel can preserve the subgrid location information in the data, at the cost of numerical sensitivity to the spatial variation in data density. This paper suggests a simple numerical procedure, based on a single correlation coefficient parameter, to eliminate such numerical sensitivity.
A Scale-Consistent Terrestrial Systems Modeling Platform Based on COSMO, CLM, and ParFlow
Authors: Shrestha P. , Sulis M. , Masbou M. , Kollet S. , Simmer C.
Published: April 2014

A highly modular and scale-consistent Terrestrial Systems Modeling Platform (TerrSysMP) is presented. The modeling platform consists of an atmospheric model (Consortium for Small-Scale Modeling; COSMO), a land surface model (the NCAR Community Land Model, version 3.5; CLM3.5), and a 3D variably saturated groundwater flow model (ParFlow). An external coupler (Ocean Atmosphere Sea Ice Soil, version 3.0; OASIS3) with multiple executable approaches is employed to couple the three independently developed component models, which intrinsically allows for a separation of temporal–spatial modeling scales and the coupling frequencies between the component models.

Idealized TerrSysMP simulations are presented, which focus on the interaction of key hydrologic processes, like runoff production (excess rainfall and saturation) at different hydrological modeling scales and the drawdown of the water table through groundwater pumping, with processes in the atmospheric boundary layer. The results show a strong linkage between integrated surface–groundwater dynamics, biogeophysical processes, and boundary layer evolution. The use of the mosaic approach for the hydrological component model (to resolve subgrid-scale topography) impacts simulated runoff production, soil moisture redistribution, and boundary layer evolution, which demonstrates the importance of hydrological modeling scales and thus the advantages of the coupling approach used in this study.

Real data simulations were carried out with TerrSysMP over the Rur catchment in Germany. The inclusion of the integrated surface–groundwater flow model results in systematic patterns in the root zone soil moisture, which influence exchange flux distributions and the ensuing atmospheric boundary layer development. In a first comparison to observations, the 3D model compared to the 1D model shows slightly improved predictions of surface fluxes and a strong sensitivity to the initial soil moisture content.
The Stories We Choose to Tell: Fulfilling the Promise of Qualitative Research for Special Education
Authors: Pugach Marleen C.
Published: April 2014

In recent years qualitative research has earned an increasingly legitimate place as a form of systematic inquiry in educational scholarship. Special education researchers who draw on qualitative methods have responded by using this research paradigm chiefly to document stories of individuals with disabilities. However, rarely have these studies been extended to consider the broader sociocultural contexts within which disability exists. A case is made in this article for broadening the view of qualitative research that governs its practice within special education in an effort to challenge both the nature of the stories we choose to tell about disability as well as the frameworks by which these stories are disciplined.
Knowledge and Skills for Teachers Supervising the Work of Paraprofessionals
Authors: Wallace Teri , Shin Jongho , Bartholomay Tom , Stahl Barbara J.
Published: April 2014

This study identified competencies needed by teachers to supervise or direct the work of paraprofessionals in educational settings. Participants included 92 administrators, 266 teachers, and 211 paraprofessionals. Respondents completed a survey of prospective competencies for teachers supervising the work of paraprofessionals. In addition, respondents were asked about the extent to which they observed teachers' demonstration of these competencies in their school environments. Results of the study suggest that participants considered the competencies very important, but that the competencies were not observed as frequently as their perceived importance. For teachers who reported they did not demonstrate competencies, it was often due to a lack of preservice preparation or professional staff development opportunities. Implications for practice are discussed.
Teacher Decision Making in Participation of Students with Disabilities in Large-Scale Assessment
Authors: Destefano Lizanne , Shriner James G. , Lloyd Claire A.
Published: April 2014

This article reports on the findings of a study to test the effectiveness of an intervention with teachers and administrators to improve decision making regarding participation and accommodation for students with disabilities in large-scale assessments. Using a pretest/posttest, multiple measures design involving more than 80 teachers, the study assessed the impact of training on teacher's knowledge and confidence about participation and accommodation, accommodation decisions for hypothetical students, and actual accommodation decisions the following year. Results indicate that after training, there was a stronger relationship among participation/accommodation, curriculum, and instructional needs. Teachers expressed high confidence in their ability to make accommodation decisions after training.
Using Item Response Theory to Assess Effects of Mathematics Instruction in Special Populations
Authors: Cohen Allan S. , Bottge Brian A. , Wells Craig S.
Published: April 2014

Research on mathematics education often includes some experimental manipulation of instruction in order to compare the effects of one type of instruction with that of one or more others. Tracking students' progress during treatments may be difficult in studies with special populations where numbers of participants are sometimes very small. In this study, we illustrate a method for scaling and reporting test results that helps to overcome this problem, particularly when number-correct scoring is used on measures to assess treatment effectiveness. Results are compared for an instructional experiment with remedial and nonremedial students using a number-correct scoring and a standardized score scale developed using item response theory (IRT).
Paraprofessional Support of Students with Disabilities: Literature from the past Decade
Authors: Giangreco Michael F. , Edelman Susan W. , Broer Stephen M. , Doyle Mary Beth
Published: April 2014

This article summarizes and analyzes a set of 43 pieces of professional literature pertaining to paraprofessional supports for students with disabilities published between 1991 and early 2000. Twenty-six nondatabased sources and 17 research studies were included. The findings identify topical gaps in the literature, review the major databased findings, and present implications for the field. The review concludes with suggestions for future research that emphasize the need for more student outcome data, conceptual alignment of roles, training, and supervision, and the exploration of alternatives to paraprofessional supports.
Valued Outcomes of Service Coordination, Early Intervention, and Natural Environments
Authors: Dunst Carl J. , Bruder Mary Beth
Published: April 2014

A national survey of Part C early intervention program providers (practitioners and program directors) and participants (parents of young children with disabilities) was used to discern the desired outcomes of service coordination, early intervention, and natural environment practices. Survey participants judged from among 69 outcome indicators those that they considered to be the most valued benefits of each IDEA Part C service. Results indicated that certain categories of outcomes were more likely to be judged as the desired benefits of a specific Part C service, and that only two outcome categories (family satisfaction and improved family quality of life) were considered to be valued outcomes for all three services. Implications for practice and research are described.
A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components
Authors: Turnbull Ann , Edmonson Hank , Griggs Peter , Wickham Donna , Sailor Wayne , Freeman Rachel , Guess Doug , Lassen Steve , Mccart Amy , Park Jiyeon , Riffel Laura , Turnbull Rud , Warren Jared
Published: April 2014

This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS-universal support, group support, and individual support. For each component, information is presented on policy, assessment, and intervention in terms of an evolving approach to schoolwide PBS with descriptions of how the components were implemented at the middle school with a particular emphasis on the eighth-grade student. The authors conclude with implications for practice in terms of assessing current resources, providing professional development, and intensifying universal support within urban schools to address some of the complex issues associated with poverty.
Applications of a Policy Framework to Evaluate and Promote Large-Scale Change
Authors: Roach Virginia , Salisbury Christine , McGregor Gail
Published: April 2014

The Consortium on Inclusive Schooling Practices (CISP) was a 5-year federally-funded project focused on building the capacity of state and local systems to deliver inclusive educational services. A policy framework was developed to guide its training and technical assistance efforts across multiple states and districts. The framework incorporates standards-based reform within an inclusive schooling perspective. This article describes the six components of this policy framework and the various ways in which it was applied. Based on its utility in this context, the authors suggest ways in which this tool can be used by practitioners and policymakers at the district and school level.
A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf
Authors: Mayer Connie , Akamatsu C. Tane , Stewart David
Published: April 2014

The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.
Ascertaining the Adequacy, Scope, and Utility of District Evaluations
Authors: Etscheidt Susan
Published: April 2014

The Individuals with Disabilities Education Act (IDEA) provides parents of students with disabilities the opportunity to obtain an independent educational evaluation (IEE) if the parent disagrees with the evaluation conducted by the local education agency. The standard for determining the parent's right to a publicly funded IEE is the appropriateness of the district's evaluation. Yet guidelines for determining the appropriateness of the district's evaluation have not been clearly defined. A qualitative content analysis of recent administrative decisions and cases concerning IEEs identified three legal criteria administrative officers and judges have utilized in determining the appropriateness of challenged district evaluations. Several recommendations to professionals involved in conducting evaluations are offered, including a self-study and ongoing case review.
Communities of Practice: Connecting What We Know with What We Do
Authors: Buysse Virginia , Sparkman Karen L. , Wesley Patricia W.
Published: April 2014

This article examines the community of practice model as a framework for integrating educational research and practice. This perspective extends current notions about collaborative inquiry and the role of teacher participation in research aimed at improving educational practices. In addition to defining communities of practice and describing reflective practice and situated learning as the theoretical underpinnings of this approach, the article analyzes applications of this model from the literature and offers suggestions for transforming traditional methods of conducting research on educational practice. The article concludes with a challenge to the field to consider ways to promote dialogue and inquiry to advance our knowledge on this issue.
Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?
Authors: Safran Stephen P. , Oswald Karen
Published: April 2014

This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration. First, the role of archival data in planning intervention priorities is examined. Next, efficacy research focusing on the three types of PBS is evaluated: schoolwide (universal), specific setting, and individual student levels. Overall, findings were positive across all types of PBS, validating implementation of these research-based practices. This review concludes with a discussion of directions for future research and implications for practice.
Finding Effective Intervention and Personnel Preparation Practices for Students with Autism Spectrum Disorders
Authors: Simpson Richard L.
Published: April 2014

The CEC Research Award recognizes researchers for the significant contributions they have made to special education. We believe that the members of this distinguished group have much to share with our readers. We have invited each of them to contribute an article, addressing their perspectives on special education research and practices. Richard Simpson was awarded the Research Award in 2002. This article by Simpson presents his motivations for entering the field and what he has learned from his work with children and youth with autism spectrum disorders; selected representative references are also provided.
Practical Knowledge Storage among Preservice, Novice, and Experienced Educators of Students Who are Deaf and Hard-of-Hearing
Authors: Marlatt Edward A.
Published: April 2014

Surveys of 163 preservice, novice, and experienced teachers of students who are deaf and hard-of-hearing addressed practical knowledge and adherence to classroom rules of practice (brief statements of how to behave in frequently encountered teaching situations) and practical principles (general constructs about expectations of students). No significant differences were found among the three groups in their adherence to rules of practice about structuring of lessons, engagement of students with the curriculum, principles of classroom management and lesson planning, and lesson procedures. Significant differences were found for practical principles such as expectations for student achievement, ability of students to take responsibility for their education, and classroom deportment; preservice teachers had the highest expectations, and experienced teachers had the lowest. These findings raise several questions that are explored in this article.
A 3-Year Study of Middle, Junior High, and High School IEP Meetings
Authors: Martin James E. , Marshall Laura Huber , Sale Paul
Published: April 2014

This study examined the perceptions of 1,638 secondary individualized education program (IEP) meeting participants from 393 IEP meetings across 3 consecutive years. Results indicate significant differences between the survey answers and participant roles, when students did or did not attend their IEP meetings, and when different professional team members attended the meetings. Special education teachers talked more than all team members. Students reported the lowest scores for knowing the reasons for the meetings, knowing what to do at the meetings, and five other survey items. General educators rated themselves lowest on three of the survey questions. Student and general educator attendance at the IEP meetings produced value-added benefits for IEP team members, especially parents.
What Research Says about Vocabulary Instruction for Students with Learning Disabilities
Authors: Jitendra Asha K. , Edwards Lana L. , Sacks Gabriell , Jacobson Lisa A.
Published: April 2014

This article summarizes published research on vocabulary instruction involving students with learning disabilities. Nineteen vocabulary studies that comprised 27 investigations were located. Study interventions gleaned from the review included keyword or mnemonic approaches, cognitive strategy instruction (e.g., semantic features analysis), direct instruction (DI), constant time delay (CTD), activity-based methods, and computer-assisted instruction (CAI). While findings for the keyword, cognitive strategy, DI, CTD, and activity-based procedures were generally effective in enhancing vocabulary performance for students with learning disabilities, results for CAI were mixed. The studies are discussed with regard to study characteristics (e.g., intervention intensity, instructional arrangement). Implications and recommendations for future research and classroom practice in teaching vocabulary to students with learning disabilities are discussed.
A Tale of Two Decades: Trends in Support for Federally Funded Experimental Research in Special Education
Authors: Gersten Russell , Baker Scott K. , Smith-Johnson Joyce , Flojo Jonathan R. , Hagan-Burke Shanna
Published: April 2014

This study examined the trend in experimental studies by comparing the proportion of research grants with experimental designs that were funded by the Office of Special Education (OSEP) during 2 fiscal years (FYs) in the late 1980s (1987–1988) and 2 FYs in the late 1990s (1997–1998). Data from 2 FYs per decade were used to reduce the possibility that anomalous years were selected for comparison, as well as to strengthen the ability to ascertain trends over time. The findings indicate that there was a statistically significant decrease in the proportion of funded experimental research from FYs 1987-1988 to FYs 1997-1998. Implications of these findings in terms of the evolution of educational research, and in terms of contemporary issues in special education research, are discussed.
Research in Special Education: Scientific Methods and Evidence-Based Practices
Authors: Odom Samuel L. , Brantlinger Ellen , Gersten Russell , Horner Robert H. , Thompson Bruce , Harris Karen R.
Published: April 2014

This article sets the context for the development of research quality indicators and guidelines for evidence of effective practices provided by different methodologies. The current conceptualization of scientific research in education and the complexity of conducting research in special education settings underlie the development of quality indicators. Programs of research in special education may be viewed as occurring in stages: moving from initial descriptive research, to experimental causal research, to finally research that examines the processes that might affect wide-scale adoption and use of a practice. At each stage, different research questions are relevant, and different research methodologies to address the research questions are needed.
Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education
Authors: Gersten Russell , Fuchs Lynn S. , Compton Donald , Coyne Michael , Greenwood Charles , Innocenti Mark S.
Published: April 2014

This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research. We believe these indicators can be used widely, from assisting in the development of research plans to evaluating proposals. In this article, the framework and rationale is explained by providing brief descriptions of each indicator. Finally, we suggest a standard for determining whether a practice may be considered evidence-based. It is our intent that this standard for evidenced-based practice and the indicators be reviewed, revised as needed, and adopted by the field of special education.
Does Teacher Education Produce Better Special Education Teachers?
Authors: Nougaret André A. , Scruggs Thomas E. , Mastropieri Margo A.
Published: April 2014

Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.
Meaning of Family—Professional Partnerships: Japanese Mothers' Perspectives
Authors: Kasahara Maho , Turnbull Ann P.
Published: April 2014

This study inquired into the meaning of family-professional partnerships from the perspective of Japanese families of children with disabilities. Data were collected from 30 mothers who participated in focus groups and/or interviews in Japan. Qualitative data analysis guided identification of four themes. The study's contributions are discussed in relation to not only Japanese society, but also to the global community including the United States. The study's implications for developing partnerships with culturally diverse families also are discussed.
Follow-up of Children from Academic and Cognitive Preschool Curricula at 12 and 16
Authors: Dale Philip S. , Jenkins Joseph R. , Mills Paulette E. , Cole Kevin N.
Published: April 2014

We report here cognitive and academic outcome measures at ages 12 and 16 for approximately 80% of a sample of 205 children who had been randomly assigned to 2 programs for developmentally delayed preschoolers, Direct Instruction (DI) and Mediated Learning (ML). There were no main effect differences between programs, but there were aptitude-by-treatment interactions similar to those found earlier: initially lower functioning students benefited more from the ML program, whereas initially higher functioning students benefited more from the DI program. Multiple regression analyses suggested that lower scores on cognitive and academic achievement measures are associated with greater experience in special education, even controlling for preschool period ability measures, gender, and ethnicity. The challenges of interpreting this result are discussed.
Measuring the Quality of Family—Professional Partnerships in Special Education Services
Authors: Summers Jean Ann , Hoffman Lesa , Marquis Janet , Turnbull Ann , Poston Denise , Nelson Louise Lord
Published: April 2014

One difficulty in monitoring the quality of family—professional partnerships has been the lack of a psychometrically acceptable and sufficiently general instrument with which to assess them. The current work describes the development of the Family—Professional Partnership Scale, which assesses parents' perceptions of the importance of and their satisfaction with family—professional partnerships. Indicators were constructed from qualitative research on families with children with and without disabilities, and the scale was refined across two field tests that included families with children with a wide range of ages and disability types and severity. Both the 18-item overall scale and the two 9-item subscales demonstrated excellent psychometric properties. The possible uses of this scale in future research and service delivery are discussed.
Mother and Soldier: Raising a Child with a Disability in a Low-Income Military Family
Authors: Taylor Nancy E. , Wall Shavaun M. , Liebow Harriet , Sabatino Christine A. , Timberlake Elizabeth M. , Farber Michaela Z.
Published: April 2014

This article presents the results of a study of six low-income women, each of whom is raising a child with a suspected or diagnosed disability while also serving as an active member of the armed forces. Their experiences as they attempt to strike a balance between the highly demanding work role of the military and their role as a mother of a child with disabilities are examined. This article also discusses the personal strengths these women display, the barriers they confront, the strategies they use to negotiate competing demands, and the impact of this effort on their personal and professional lives. Practice and policy implications are drawn for early intervention and family support programs.
Effects of Accommodations on High-Stakes Testing for Students with Reading Disabilities
Authors: Fletcher Jack M. , Francis David J. , Boudousquie Amy , Copeland Kim , Young Victoria , Kalinowski Sharon , Vaughn Sharon
Published: April 2014

The interaction hypothesis proposes that valid test accommodations benefit only those with disabilities. To evaluate this hypothesis, Grade 3 students with word decoding difficulties identified with dyslexia and average decoders were randomly assigned to take the same version of the Texas reading accountability assessment under accommodated and standard administrations. The accommodated administration was given in 2 sessions with oral reading of proper nouns and comprehension stems. Only students with decoding problems benefited from the accommodations, showing a significant increase in average performance and a 7-fold increase in the odds of passing the test. These results supported the interaction hypothesis, showing that accommodations designed for a clearly defined academic disability can enhance performance on a high-stakes assessment.
Teacher Expectations of Students' Classroom Behavior across the Grade Span: Which Social Skills are Necessary for Success?
Authors: Lane Kathleen L. , Wehby Joseph H. , Cooley Cristy
Published: April 2014

This study explored teachers' ( N = 717) expectations of student behavior along school level (elementary vs. middle vs. high), program type (general vs. special education), and school type (high risk vs. low risk). Results indicated that all elementary and middle school teachers shared similar views regarding the importance of self-control skills, whereas high school special education teachers viewed self-control skills as significantly more important than did high school general education teachers. High school teachers rated assertion skills as significantly less important relative to elementary or middle school teachers. Results also indicated that teachers at high-risk schools viewed self-control and assertion skills as more critical for success than did teachers at low-risk schools.
Eyes on the Prize: Teaching Complex Historical Content to Middle School Students with Learning Disabilities
Authors: Gersten Russell , Baker Scott K. , Smith-Johnson Joyce , Dimino Joseph , Peterson Anne
Published: April 2014

This study compared two approaches for teaching a history unit on the Civil Rights Movement (1954–1965) to middle school students with learning disabilities (LD) in general education settings. The curriculum was designed to make the content challenging, but accessible. The major text was the documentary, Eyes on the Prize (DeVinney, 1991). Readings were brief and included primary sources from the time period. Curriculum content was constant in both instruction conditions, but in the experimental condition teachers isolated the video selections into brief 2- to 3-min segments to facilitate learning and used peer dyad activities to foster active processing of content. Students with and without disabilities in the experimental condition scored significantly higher on 2 of 3 content measures.
The Effectiveness of Modified Cognitive Strategy Instruction in Writing with Mildly Mentally Retarded Turkish Students
Authors: Guzel-Ozmen Ruya
Published: April 2014

This study investigated the effectiveness of Modified Cognitive Strategy Instruction in Writing (CSIW) with mildly mentally retarded students' skills in writing problem/solution texts. Participants were from two self-contained and multiage classrooms in Turkey. Instruction had a positive impact on the amount of time students spent planning and writing problem/solution texts. There was also an increase in text length, elements, coherence, and quality of students' compositions. These effects were maintained over time.
On, Yet under, the Radar: Students with Fetal Alcohol Spectrum Disorder
Authors: Ryan Susan , Ferguson Dianne L.
Published: April 2014

This 3-year qualitative study investigated the diagnostic process and the experiences of professionals and families associated with 5 Alaskan students with Fetal Alcohol Spectrum Disorder (FASD). The data revealed (a) an increase in public awareness, but limited provision of services for children with FASD and their families; (b) the use of differentiated instruction by experienced teachers, but beginning teachers who experienced frustration and were less likely to adapt instruction; and (c) the pervasive impact of challenging behaviors, but the limited support provided to families. The results offer insights into FASD and suggest implications for coordinated educational services and family supports.
On the Irrelevance of Intelligence in Predicting Responsiveness to Reading Instruction
Authors: Fuchs Douglas , Young Caresa L.
Published: April 2014

There is increasingly negative sentiment against IQ-achievement discrepancy as a method to identify children with learning disabilities (LD) and, more broadly, intelligence as an explanation of poor academic performance. The evidence for this latter view was examined by reviewing 13 studies involving 1,542 children who were at risk or reading disabled to determine whether IQ predicted responsiveness to reading intervention. In 8 of the 13 studies, it accounted for unique variance. It was a stronger and more consistent predictor among older students in interventions designed to strengthen reading comprehension; a weaker and less consistent predictor among younger children in phonological awareness training. Implications are discussed for the identification and treatment of students with LD and the LD construct.
Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research
Authors: Scruggs Thomas E. , Mastropieri Margo A. , McDuffie Kimberly A.
Published: April 2014

Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be “one teach, one assist,” in classrooms characterized by traditional instruction, even though this method is not highly recommended in the literature. The special education teacher was often observed to play a subordinate role. Techniques often recommended for special education teachers, such as peer mediation, strategy instruction, mnemonics, and training of study skills, self-advocacy skills, and self-monitoring, were infrequently observed.
Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan
Authors: Masood Ambrin F. , Turner Lisa A. , Baxter Abigail
Published: April 2014

Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.
A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings
Authors: Stenhoff Donald M. , Lignugaris/Kraft Benjamin
Published: April 2014

Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds.
How Much Growth Can We Expect? A Conditional Analysis of R—CBM Growth Rates by Level of Performance
Authors: Silberglitt Benjamin , Hintze John M.
Published: April 2014

This study examined the reading growth rates of 7,544 students in Grades 2–6, measured over 1 year using Reading—Curriculum-Based Measurement (R—CBM) benchmark assessments administered in the fall, winter, and spring. The authors used hierarchical linear modeling to establish and compare student rates of growth within each grade level based on initial level of performance. Results suggest that growth rates vary significantly, conditional on initial level of performance, with much lower rates of growth for students at the bottom and top of the distribution. Implications for using R—CBM in a response-to-intervention model are discussed.
Classroom Variables and Access to the General Curriculum for Students with Disabilities
Authors: Soukup Jane H. , Wehmeyer Michael L. , Bashinski Susan M. , Bovaird James A.
Published: April 2014

This study investigated the degree to which students with intellectual and developmental disabilities have access to the general education curriculum and the degree to which such access is related to and predicted by classroom setting and ecological variables. We observed 19 students during science or social studies instruction and collected data with Access CISSAR, a computer-based observation system that uses time sampling observation. The results of the study indicated that accommodations and modifications were provided depending on the amount of time students were educated with their nondisabled peers. Further, one-on-one or independent instructional groupings were better predictors of access than whole-group instruction, as were entire or divided group physical arrangements.
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders
Authors: Rogevich Mary E. , Perin Dolores
Published: April 2014

Sixty-three adolescent boys with behavioral disorders (BD), 31 of whom had comorbid attention deficit hyperactivity disorder (ADHD), participated in a self-regulated strategy development intervention called Think Before Reading, Think While Reading, Think After Reading, With Written Summarization (TWA-WS). TWA-WS adapted Linda Masons TWA intervention by adding written summarization, focusing on self-monitoring, and using only science text. TWA-WS participants showed significantly greater gains than a matched comparison group, which practiced literacy tasks with the same text, on reading comprehension as measured through written summarization (η2 = .42). The increases for TWA-WS generalized both to social studies text and to a more complex composing-from-sources task. Effects of comorbid ADHD appeared on generalization and maintenance (d = 0.73 to 1.49) but not posttest measures.
Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention
Authors: McMaster Kristen L. , Kung Shu-Hsuan , Han Insoon , Cao Marisa
Published: April 2014

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K—PALS) for English Learners (ELs). We compared 20 K—PALS ELs to 20 Control ELs and to 20 K—PALS non-ELs on early reading skill acquisition, using a pretest—posttest control group design with matched samples. We also compared proportions of ELs unresponsive to K—PALS to ELs unresponsive to traditional instruction. Teachers implemented K—PALS 4 times per week for 18 weeks. Following intervention, analyses of covariance on posttest measures indicated that K—PALS ELs performed reliably higher than Control ELs on measures of phonemic awareness and letter sound recognition, and they performed similarly to K—PALS non-ELs. Findings are discussed in terms of K—PALS efficacy for ELs in a response-to-intervention framework.
Identity Strategies and Consciousness Shifts of Sanmiguelense Mixtec Youth in Transnational and Transcultural Spaces
Authors: Melville Georgia
Published: April 2014

The Mixtec transnational community of San Miguel Cuevas stretches from Oaxaca to California and touches on various other Mexican and U.S. states. As a result, community members, particularly the transnational second generation, have become both accidental and purposeful practitioners of transnational and transcultural life. The community’s young people in San Miguel Cuevas, Oaxaca, and in Fresno, California, employ diverse strategies to operate in this reality, among them gang involvement and education, explored in this paper. Increasing numbers of them now have a border-crossing consciousness born of their experiences as indigenous migrants, access to higher education, and interaction with others, especially through the Internet. This allows them greater success in a range of situations and may lead to the development of a shared transnational and transcultural standpoint.

La comunidad transnacional mixteca de San Miguel Cuevas se extiende desde Oaxaca hasta California y toca en varios otros estados de México y Estados Unidos. Como resultado, miembros de la comunidad, particularmente la segunda generación transnacional, se han convertido en practicantes tanto accidentales como intencionales de la vida transnacional y transcultural. Los jóvenes de la comunidad en San Miguel Cuevas, Oaxaca y en Fresno, California, emplean diversas estrategias para operar en esta realidad, entre ellas la participación en pandillas y la educación, exploradas en este artículo. Un número creciente de ellos ahora tiene una conciencia del cruce de fronteras que nace de sus experiencias como migrantes indígenas, el acceso a la educación superior y la interacción con otros, especialmente a través del Internet. Esto les permite un mayor éxito en una variedad de situaciones y puede conducir al desarrollo de un punto de vista compartido transcultural y transnacional.
Negative Reinforcement and Premonitory Urges in Youth With Tourette Syndrome
Authors: Capriotti Matthew R. , Brandt Bryan C. , Turkel Jennifer E. , Lee Han-Joo , Woods Douglas W.
Published: April 2014

Tourette syndrome (TS) is marked by the chronic presence of motor and vocal tics that are usually accompanied by aversive sensory experiences called “premonitory urges.” Phenomenological accounts suggest that these urges occur before tics and diminish following their occurrence. This has led some to suggest that tics are negatively reinforced by removal of premonitory urges. This hypothesis has proven difficult to test experimentally, however, due in part to challenges in measuring premonitory urge strength. We tested predictions of the negative reinforcement conceptualization of premonitory urges using novel experimental tactics within the context of the “tic detector” paradigm. We compared tic rates and ratings of premonitory urge strength exhibited by youth with TS or chronic tic disorder under free-to-tic baseline (BL), reinforced tic suppression (RTS), and reinforced tic suppression with escape (RTS + E) conditions. Results were consistent with previous research and hypotheses of the present study. Participants rated the strength of their premonitory urges as higher during RTS conditions than during BL conditions. Within RTS + E conditions, tic rates were higher during escape portions when the contingency supporting tic suppression was inactive than during components where the contingency was active, and ratings of urge strength were higher at the onset of break periods than at the offset. All participants engaged in some level of escape from reinforced suppression during the course of the experiment. Results of this study support the notion that tics may be negatively reinforced by removal of aversive premonitory urges. Future directions for basic and clinical research are discussed.
The Relationship of Physical Fitness, Self-Beliefs, and Social Support to the Academic Performance of Middle School Boys and Girls
Authors: Srikanth Sudhish , Petrie Trent A. , Greenleaf Christy , Martin Scott B.
Published: April 2014

We examined the influence of physical and psychosocial variables on math and reading achievement test scores. Between 1 and 5 months prior to taking annual standardized reading and math tests, a sample of ( N = 1,211) sixth through eight graders (53.7% girls; 57.2% White) self-reported levels of physical activity, academic self-beliefs, general self-esteem, and social support and participated in objective testing to obtain measures of body composition (body mass index [BMI]) and cardiorespiratory fitness. Socioeconomic status (SES) and state-based reading and math achievement test scores were provided by the school district. Regression analyses revealed that SES, academic self-beliefs, and cardiorespiratory fitness were the consistent predictors of the students’ performance in reading and math; perceived social support from family and friends and higher levels of self-esteem were related to higher reading scores for the boys only. Our findings support schools re-examining policies that have limited students’ involvement in physical education classes.
Illicit Drug Use Among South Korean Offenders
Authors: Yun Minwoo , Kim Eunyoung
Published: April 2014

Since the mid-1990s, illicit drug use has become a problem in Korean society. This trend is likely due to the rapid globalization and expansion that occurred with the Internet revolution, which led to greater numbers of people socially learning about drug culture. The current study attempts to uncover criminogenic causality of such social learning about drug use by studying adult felony drug offenders in South Korea. The data used for the study were obtained from self-reported surveys, originally collected by the Korean Institution of Criminology (KIC). The final sample comprised 1,452 felony offenders convicted of illicit drug use, and their responses were analyzed with a set of multiple logistic regression tests. The current study found supportive evidence for the generalizability of social learning theory from the sample of the South Korean adult drug offenders. We argue that the current study provides additional empirical evidence that supports the generalizability of social learning theory.