Abstract
We have an excellent collection of papers to launch the 84th volume of Exceptional Children. They include research examining assessment, early childhood education, literacy, policy issues, professional development, and more. In addition, they relate to diverse disabilities ranging across autism spectrum disorder, high-incidence disabilities, speech-language impairment, and multiple disabilities. The issue includes one review and five research articles.
Review
In a broad review of research, Brock, Cannella-Malone, Seaman, Andzik, Schaefer, Page, Barczak, and Dueker analyzed single-case studies in which practitioners received training about implementing evidence-based practices with fidelity. Their examination of 118 studies with 521 effects allowed them to make data-based observations about the state of methods to help practitioners implement practices successfully.
Research
Drawing on data from two Early Childhood Longitudinal Study cohorts, Morgan, Farkas, Hillemeier, Li, Pun, and Cook examined whether racial, ethnic, and language use affect receipt of special education services for students identified as having speech-language impairments and, especially, if the chances of receiving services has changed over time and by race/ethnicity. Although one can draw broad conclusions, as readers will learn, there are nuances in these data.
Jenkins, Schulze, Marti, and Harbaugh assessed how different schedules of monitoring progress in reading was affected by whether assessments were administered relatively more or less frequently. By systematically examining accuracy of decision making, Jenkins and colleagues were able to assess alternative methods for making data-based decisions. The results may surprise some readers!
Hudson, Sanders, Greenway, Xie, Smith, Gasamis, Martini, Schwartz, and Hackett conducted a series of three coordinated studies about early literacy instruction for children with autism spectrum disorder. Because of the care with which they conducted the analyses, Hudson and colleagues are able to discuss the various benefits of the interventions they studied (interactive book reading and phonological awareness) across different outcome measures (expressive vocabulary and listening comprehension).
Applying a unique method, Umansky, Thompson, and Diaz examined the proportion of students who are English learners (EL) and are identified as needing special education. Their analyses of two large groups help disentangle competing explanations about disproportionality in EL students with disabilities and show, at least in part, why disproportionality is higher at later grades.
Gatlin and Wanzek analyzed multiple samples of middle elementary grade students’ language to determine whether their use of dialect influenced their scores on measures of reading achievement. They found that greater use of dialect predicted lower comprehension, including for students with speech, language, and learning disabilities, and that the effects on reading were still apparent 2 years later.
We are pleased to present this initial issue of Exceptional Children for the 84th volume. As editors, we repeatedly find ourselves in the enviable position of reading outstanding work such as these and many other submissions. We hope readers find the contributions of these authors to be valuable.