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A Systematic Review Of Research Syntheses For Students With Mathematics Learning Disabilities And Difficulties, Gena Nelson, Angela Crawford, Jessica Hunt
A Systematic Review Of Research Syntheses For Students With Mathematics Learning Disabilities And Difficulties, Gena Nelson, Angela Crawford, Jessica Hunt
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We …
A Systematic Review Of Treatment Acceptability In Mathematics Instruction For Students With Learning Disabilities, Gena Nelson, Andrea Johnson, Mali Sawyer
A Systematic Review Of Treatment Acceptability In Mathematics Instruction For Students With Learning Disabilities, Gena Nelson, Andrea Johnson, Mali Sawyer
Early and Special Education Faculty Publications and Presentations
Treatment acceptability is an aspect of social validity that refers to participants’ beliefs and perceptions about the intervention, such as the helpfulness of the strategies or the interventions’ efficacy to improve performance. The purpose of this study was to conduct a systematic review of treatment acceptability measures administered during mathematics interventions for students with learning disabilities (LD). We sought to identify the characteristics of the measures and the treatment acceptability outcomes. To be included in this review, studies had to (a) focus on testing the effectiveness of a mathematics intervention, (b) include preschool through 12th grade students who were diagnosed …
A Systematic Review Of The Quality Of Reporting In Mathematics Meta-Analyses For Students With Or At Risk Of Disabilities Coding Protocol, Gena Nelson
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special …
Validity Of A Special Education Teacher Observation System, Evelyn S. Johnson, Angela Crawford, Laura A. Moylan, Yuzhu Zheng
Validity Of A Special Education Teacher Observation System, Evelyn S. Johnson, Angela Crawford, Laura A. Moylan, Yuzhu Zheng
Early and Special Education Faculty Publications and Presentations
This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers’ ability to effectively implement evidence-based practices and to provide specific, actionable feedback to teachers on how to improve instruction. Following the guidance for developing effective educator evaluation systems, we employed the Evidence-Centered Design framework, articulated the claims and inferences to be made with RESET, and conducted a series of studies to collect evidence to evaluate its validity. Our efforts and results to date are described, and implications for practice and further …
Variance And Reliability In Special Educator Observation Rubrics, Angela R. Crawford, Evelyn S. Johnson, Laura A. Moylan, Yuzhu Zheng
Variance And Reliability In Special Educator Observation Rubrics, Angela R. Crawford, Evelyn S. Johnson, Laura A. Moylan, Yuzhu Zheng
Early and Special Education Faculty Publications and Presentations
This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted …
Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation Of The Role Of Early Numeracy Skills, Allyson J. Kiss, Gena Nelson, Theodore J. Christ
Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation Of The Role Of Early Numeracy Skills, Allyson J. Kiss, Gena Nelson, Theodore J. Christ
Early and Special Education Faculty Publications and Presentations
Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relationship between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Further, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and …
Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Early and Special Education Faculty Publications and Presentations
In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction, and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric, and assigned scores of ‘implemented’, ‘partially implemented’ or ‘not implemented’ for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.
Special Educators And Mathematics Phobia: An Initial Qualitative Investigation, Michael Humphrey, Jack J. Hourcade
Special Educators And Mathematics Phobia: An Initial Qualitative Investigation, Michael Humphrey, Jack J. Hourcade
Early and Special Education Faculty Publications and Presentations
Special educators are uniquely challenged to be content experts in all curricular areas, including mathematics, since students in their case loads may require academic instruction in any area. However, special educators with math phobia may be limited in their ability to provide effective instruction to their students with mathematical deficits and/or needs, and may experience additional challenges in their professional and personal lives. This qualitative study sought to better understand the nature of math phobia in two special educators through extensive interviews, journaling, and observations in math experiences, with a number of primary themes identified. Several potential resolutions for the …