This study examines the relationships between three accommodation strategies—Extended Time (ET) only, breaks only, and breaks bundled with ET—and academic performance, test-taking behavior, and attitudes among eighth-grade students with disabilities who participated in the 2017 National Assessment of Educational Progress (NAEP) mathematics assessment. Utilizing propensity score analysis to mitigate

In the context of increasing legislative emphasis on universal screening for reading problems, the accurate and equitable assessment of English learners (ELs) remains a pressing concern. This study examines how kindergarten and first-grade students’ performance on early literacy measures in English is affected by their English proficiency. In this paper, we report on performance on measures of deletion

Disparities in school discipline based on student race and disability status remain a major barrier to achieving educational equity. In addition to systemic factors, research suggests that educators’ racial and labeling biases may also be partially responsible for exacerbating these inequities. This article presents a novel mindfulness-based training approach to address bias as it manifests in school

This study investigated the efficacy of a Tier 2 multiplicative reasoning (MR) intervention designed to help third-grade students at risk for mathematics difficulties (MD) develop conceptual understanding of MR. The MR intervention included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships

PURPOSE Collaboration between teachers and speech-language pathologists is essential for supporting diverse learners, particularly those with communication challenges. This article explores the use of Universal Design for Learning (UDL) as a common language to enhance interprofessional collaboration, fostering a shared framework for designing inclusive educational environments. By implementing UDL

Assessing teacher–student interactions in the classroom is critical, but most research has relied on short observation periods due to the infeasibility of longer sessions. Our study assessed and quantified the emotional tone (i.e., teacher sentiment) of classroom teachers’ language patterns throughout the school day using transcriptions of 149 full-day videos to understand the consistency of findings

Autistic youth often face challenges with transitioning to adulthood. Although autistic students working toward a traditional diploma likely have unique educational and transition needs, little is known about special education services offered to this population. In this descriptive study, we used content analysis to analyze Individualized Education Programs (IEPs) of 48 traditional diploma-seeking

PURPOSE The purpose of this mixed methods study was to investigate how teachers in the United States understand and perceive developmental language disorder (DLD). This study used a survey to examine teachers' understanding of DLD and the impact of DLD at school to inform advocacy efforts within the discipline of communication sciences and disorders (CSD) and collaborations between speech-language

PURPOSE Identification of speech sound disorder (SSD) in children who are multilingual is challenging for many speech-language pathologists (SLPs). This may be due to a lack of clinical resources to accurately identify SSD in multilingual children as easily as for monolingual children. The purpose of this article is to describe features of multilingual speech acquisition, identify evidence-based resources

PURPOSE Caregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training. METHOD We used quantitative methods to measure self-perceived

The transition into post-secondary education or employment presents significant challenges for youth with high-incidence disabilities affecting learning, most commonly learning disabilities and attention-deficit/hyperactivity disorder. To date, few longitudinal studies investigate this transition in youth with learning-related disorders specifically, especially while considering education and employment

PURPOSE Functional language proficiency is presented as a conceptual framework that builds upon cultural-linguistic assets in bilingually developing children and bridges the theory of natural translation, translanguaging, and language brokering practices. A novel task was developed based on this framework for quantifying Spanish-English bilingual children's functional language proficiency. The development

PURPOSE Children who use hearing aids show large individual differences in the amount of time they wear their devices, but the vast majority of research studies have focused on infants and preschoolers who are deaf and hard of hearing (D/HH). There is limited empirical evidence regarding hearing aid use in adolescents or published data on adolescents' attitudes toward hearing aids. The overarching

PURPOSE The prevalence of adverse childhood experiences (ACEs) is increasing and is highest in minoritized ethnic/racial groups, most notably in Indigenous populations in the United States and Canada. Beyond ACEs, minoritized ethnic/racial groups have also experienced historical oppression, discrimination, and economic inequalities that can perpetuate ACEs and initiate intergenerational cycles of adversity

PURPOSE While there is overwhelming support from clinical texts, journal articles, and our national organization for the implementation of multi-tiered system of supports (MTSS) in school-based speech and language practice, the reality is that many speech-language pathologists (SLPs) may be unfamiliar with how to fully engage with this framework. In this clinical focus article, we identify potential

PURPOSE Early identification of diverging developmental trajectories is important to optimize communication interventions for children with cerebral palsy (CP). The aim of this study was to examine if communication profiles at 2 years of age predicted speech, language, and communication outcomes at 9-10 years of age in children with CP. METHOD Twenty-three children with CP (Mage = 9;10 [years;months])

PURPOSE The aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes. METHOD Participants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3-5

Adverse childhood experiences (ACEs) have been associated with numerous negative outcomes, including negative health outcomes, poor psychological well-being, future substance abuse, and other antisocial behaviors. However, social support may act as a buffer against these negative outcomes. Group contingencies provide one way to simultaneously encourage social inclusion and prosocial behaviors. The

Many autistic children receive special education services via Individualized Education Programs (IEPs) that include specific educational goals and needs. Prior research has examined programming options available to support autistic students, but less is known about their educational needs across academic and developmental educational goals. Additionally, existing approaches have often relied on small

PURPOSE This study examined the writing skills of English-French bilingual (EFbil) adolescents with extensive exposure to both languages in a two-majority language context. METHOD Participants were EFbil adolescents (n = 26) and French near-monolinguals (FL1; n = 12) aged 12 to 17 years. All participants wrote image descriptions in French; EFbil also wrote in English. Between-group comparisons were

PURPOSE Artificial intelligence (AI) is more capable and accessible than ever before. But what does this mean for clinical practice? How can speech-language clinicians evaluate the efficacy, validity, and reliability of AI and machine learning tools for automating assessment and treatment? How can speech-language clinicians ethically use these clinical AI technologies? We contend that clinical AI will

PURPOSE Children with neurodevelopmental disorders historically exhibit lower and more variable nonverbal intelligence (NVIQ) scores compared to their typically developing peers. We hypothesize that the intrinsic characteristics of the tests themselves, particularly the cognitive constructs they assess, may account for both the lower scores and variability across tests and over time. Using a qualitative

PURPOSE Part C early intervention (EI) providers, including speech-language pathologists, are often involved in autism screening practices and discussing autism with families of toddlers. The purpose of this study was to understand EI providers' perspectives of screening for autism. METHOD Using a phenomenological qualitative design, we explored EI providers' perspectives and experiences related to

Exceptional Children first published online March 12, 2021, published in print April 1, 2021 doi: 10.1177/0014402921990890

Despite the recognized benefit of social studies instruction, emphasis on this subject has decreased over time, and has ultimately been termed a “dispensable subject.” Social studies is an even more marginalized subject area for students with disabilities. Graphic novels (GNs) are a popular independent reading choice for both children and adults; however, only recently have GNs started appearing as

Telehealth services, which are used effectively in teaching functional analysis and functional communication training to parents of children with autism spectrum disorder, have become more widespread and their importance has been better understood with the Covid-19 pandemic. This study aimed to examine the effectiveness of constant time delay (CTD) procedure via telehealth in teaching personal body

There are two divergent perspectives about how best to understand and serve students with disabilities: Traditional Special Education and Disability Studies in Education. These fields represent distinct epistemological, theoretical, methodological, and pedagogical ways of understanding education for students with disabilities. Researchers, teachers, and teacher educators are faced with navigating these

The purpose of this study was to examine the relation between externalizing behavior and peer reputations of kindergarten through third-grade students ( N = 35, from 18 classrooms) with or at risk for Emotional and Behavioral Disorders (EBDs). We also examined the extent to which this relation varied as a function of teacher delivery of praise. A series of multiple regression models, adjusted for the

PURPOSE Although it is known that children with developmental language disorder (DLD) have difficulty composing personal narratives, previous studies have not employed a wide range of measures that reflect functioning at the different levels of discourse processing, as proposed in the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework. Because children evoke pleasant or unpleasant events

PURPOSE The purpose of this project was to understand the needs of adolescents who stutter as they transition to life after high school, and to develop an evidence-based discussion guide for speech-language pathologists (SLPs) to use in their postsecondary transition planning with adolescents who stutter. METHOD We conducted four focus groups: two with current high schoolers who stutter and recent

The current study investigated the effects of the concrete-representational-abstract integrated (CRA-I) sequence to teach rounding and number decomposition. Five students in third grade participated; two students were eligible for services under the category of learning disabilities, and three students were at risk of having learning disabilities and received Tier 3 interventions through a multi-tiered

PURPOSE This study explores the social validity of an expository note-taking and oral practice intervention, Sketch and Speak, for high school students with language-related learning disabilities (LLDs), their parents, and their high school speech-language pathologists (SLPs) after instruction via telepractice. The main study is reported in Peterson and Ukrainetz (2023). This report provides an additional

We examined whether children with comorbid reading (RD) and mathematics (MD) difficulties experience more internalizing problems (anxiety, depression, somatic complaints, and social withdrawal) than children without comorbidity. In addition, we examined whether any significant group differences are due to differences between groups in attention. Thirty-three children with RD (51.5% female; M age =

PURPOSE This study compared English grammatical performance of bilingual school-age children who spoke either Spanish or Vietnamese at home, focusing on their first-language influence on the acquisition of 13 English grammatical forms. METHOD Scores from 30 children on a cloze task were analyzed for accuracy, developmental patterns, and error types. Pairwise matching was used to match individual Vietnamese

This study examines three preschool educators’ perspectives and experiences implementing Spanish-English dual language bilingual education (DLBE) for young emergent multilinguals with disabilities (EMwDs) for the first time. Inclusive DLBE can provide both linguistic and disability-related support to EMwDs. However, several barriers, such as misconceptions about EMwDs’ bilingualism, the competing nature

Gifted students with relative reading difficulties often struggle with the discrepancy between their high intelligence and lower-than-expected word-reading level (i.e., discrepant readers). This discrepancy may be a burden and poses specific educational challenges to individual students. To understand their challenges and the nature of their discrepancy, this study examined the cognitive profiles of

There is evidence that many gifted students set unrealistically high personal standards and that such perfectionistic tendencies may lead to higher stress. To build on this evidence, we examined whether performance perfectionism and school stress influence school burnout and school engagement in gifted students. A sample of 342 gifted students ( M age = 16.27, SD = 0.49) completed the study measures

This study examined the relationship between perfectionism and academic burnout, as well as how each construct varies among honors ( n = 120), high-achieving non-honors ( n = 180), and typical ( n = 196) undergraduate students at a mid-sized university in the United States. Results indicated the presence of group differences in perfectionism type: honors students were largely characterized as maladaptive

While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same students be identified for gifted services when comparing

Existing language and literacy assessments have been widely validated and applied among monolingual students to identify those at risk for difficulties in reading, yet for emergent bilingual students (EBs), the effectiveness of current assessments to identify potential reading difficulties remains unknown. The present systematic review aimed to examine the criterion validity of assessments conducted

PURPOSE This study used a semistructured open interview approach to gather information from school-based speech-language pathologists (SLPs) regarding their assessment practices for bilingual children with suspected language disorders. METHOD Phone interviews were conducted with 25 school-based SLPs across the United States. The interviews explored assessment topics related to tool selection and rationale

PURPOSE The purpose of this study was twofold: (a) to gather evidence about the efficacy of performance feedback for improving school-based speech-language pathologist (SLP) narrative mediated learning implementation fidelity and (b) to determine SLPs' knowledge and attitudes about dynamic assessment (DA). METHOD This investigation used a single-subject case design with baseline, intervention, and

PURPOSE Complex scientific problems, including those facing the discipline of communication sciences and disorders (CSD), require interdisciplinary teams of scientists who bring diverse perspectives, knowledge, and skills. According to a recent survey, team science is not yet widely practiced by CSD researchers. This viewpoint describes a current interdisciplinary team science project that addresses

Cognitive and language abilities influence literacy outcomes in individuals with intellectual disability (ID). The aim of this study was to investigate abilities associated with decoding and reading comprehension in individuals with ID with a systematic review and a correlational meta-analysis. A total of 26 studies with 27 samples and 1,137 participants were included in the meta-analysis. The results

PURPOSE This purpose of this national survey study was to assess K-5 school-based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers. METHOD The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change

The purpose of this study was to identify emotional, behavioral, and academic co-occurring risk profiles of third-grade youth and to understand how they are longitudinally associated with later outcomes in sixth grade. The latent profile analysis of data from a community sample of 1,785 third graders resulted in five classes of risk profiles: No Risk (47%), Low Risk (36%), High Internalizing and Emotion

PURPOSE Children with hearing loss (HL) experience challenges in sound-related knowledge and techniques for manipulating sounds, which can affect their reading fluency. This study aims to use the unique phonetic, semantic, and visual integration of Chinese characters to access phonological information through visual representation, thereby helping Chinese-speaking children with HL improve their reading

PURPOSE Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network intervention. METHOD A single-case, multiple-baseline across-strategies

Children identified with emotional and behavioral support needs often demonstrate varying levels of externalizing, hyperactive, and internalizing behaviors requiring diverse prevention and intervention efforts. The current study implemented a latent profile analysis (LPA) to explore meaningful differences in a sample of 180 children receiving special education services for emotional or behavioral support

Disparities exist in autism identification and service access in public schools. Over- or under-identification of autism may limit access to appropriate services. This study examined racial and ethnic differences in autism identification, general education inclusion, and service access in the California education system and examined trends in autism identification by race and ethnicity in special education

Extracurricular activities (ECAs) play a crucial role in multiple aspects of children’s well-being development, including their social, psychological, and behavioral development, and have been shown to be important for children with disabilities. In turn, parental involvement has been proven to positively influence children’s academic performance. However, the relationship between parental involvement

Educators need supportive working conditions to fulfill their responsibilities to students, families, and colleagues. Given the crucial role of working conditions in teacher effectiveness, we sought to understand educators’ (including general educators, paraeducators, specaial educators, and principals) perspectives about their working conditions as they included students with disabilities. We analyzed

Delivering instruction that promotes student’s self-determination has received attention in special education supports and services, and there is a growing focus on the role of self-determination in enhancing outcomes for all students learning in inclusive, general education classrooms. Given this growing focus, there is a need to further understand the associations between self-determination and academic

Labeling students with learning problems may change teachers’ evaluations of them. Our study examined whether the “Special Learning Needs” (SLN) and “Learning Disability” (LD) labels influenced teachers’ beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers’ performance expectations and teaching intentions. N = 413 general

Historically, research exploring the literacy experiences of learners with intellectual and developmental disabilities (IDD) has prioritized systematic, multicomponent instruction that emphasizes the development of traditional reading and writing skills. However, this approach may inadvertently facilitate literacy gatekeeping and limit opportunities for literacy learning that focuses on meaning making

Supporting parents in foundational positive behavior support strategies for use with their child is a commonly employed method to improve child behavior in natural contexts, including the home. Parents have learned and implemented a variety of strategies with integrity; however, there is limited research regarding the maintenance of skills. Furthermore, although parents have been taught to implement

Mathematics skills are crucial in the current job market; however, many students with disabilities are graduating high school with limited mathematics knowledge and skills. Mathematics skills are fundamental for navigating the complexities of everyday life after high school, extending their importance beyond the workplace to community engagement. Evidence suggests secondary students with disabilities