This content analysis provides an overview of disability articles published in 10 major American Counseling Association journals between 2003 and 2013. In addition to the number of disability articles published during this time period, other content areas such as authorship and institutional contributors; methodology, location, and application settings; target populations and sample characteristics; type of disabilities; and topics of interest are identified. Recommendations for counseling scholars to increase the scope of research on disability are provided.
Este análisis de contenido proporciona una visión general de los artículos sobre discapacidad publicados en 10 revistas principales de la Asociación Americana de Consejería (American Counseling Association) entre 2003 y 2013. Además del número de artículos sobre discapacidad publicados durante este periodo, se identifican otras áreas de contenidos, como la autoría y contribuidores institucionales, la metodología, ubicación y lugares de aplicación, las poblaciones observadas y características de los grupos de muestra, los tipos de discapacidad, y los temas de interés. Se proporcionan recomendaciones para que los expertos académicos en consejería puedan ampliar el alcance de las investigaciones sobre discapacidad.
The purpose of this study was to investigate the effects of using an iPad to teach early literacy skills to students with intellectual disability (ID). Three elementary students with mild to moderate levels of ID participated in the study. We used a multiple-probe design across students to examine a functional relationship between using an iPad providing visual supports and the acquisition of phonemic segmentation skills. Results indicated that using visual supports via an iPad was an effective method to teach phonemic segmentation fluency to these three students with ID. We also discussed implications and suggestions for future research.
Mrs. Jensen, a special education teacher, faces a dilemma common to many teachers: She is running out of time to do what she knows her students need. She knows, for example, that frequent informal assessments linked to the curriculum are important indicators of her students' progress. She knows that such probes, or quick assessments, help her and her students stay abreast of reading, writing, and mathematics. She also knows that her caseload of students has increased to the point where she has found it impossible to conduct such frequent probes and provide regular feedback to her students. What is Mrs. Jensen to do? This article describes an Internetsupported approach that is cost effec-The power of a CBM is that the tool provides teachers with a valid and reliable way to determine a student's level of performance, as well as the student's rate of progress toward specific performance goals.
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