Literaturnachweis - Detailanzeige
| Autor/inn/en | Robertson, Rachel E.; Sobeck, Emily E.; Wynkoop, Kaylee; Schwartz, Rachel |
|---|---|
| Titel | Participant Diversity in Special Education Research: Parent-Implemented Behavior Interventions for Children with Autism |
| Quelle | In: Remedial and Special Education, 38 (2017) 5, S.259-271 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| DOI | 10.1177/0741932516685407 |
| Schlagwörter | Student Diversity; Participant Characteristics; Special Education; Educational Research; Parent Participation; Intervention; Positive Behavior Supports; Children; Autism; Pervasive Developmental Disorders; Evidence Based Practice; Behavior Problems; Demography; Racial Differences; Educational Attainment; Family (Sociological Unit); Family Income; Statistical Analysis; Literature Reviews; Search Strategies |
| Abstract | Evidence-based practices for children with disabilities have empirical support for their effectiveness; however, the demographics of participants making up the evidence base are generally unknown, leaving generalizability of the evidence unclear. This study presents a systematic literature review of participant racial and socioeconomic demographics in one area of special education research, parent-implemented interventions for reducing problem behavior in children with autism, to examine demographic reporting practices, participant characteristics, and their similarity to the general population. Participant race, income, education level, and marital status were aggregated across 23 studies and compared with population-level demographics using chi-square analyses. Results indicated (a) these demographics were infrequently reported; (b) participants with reported demographics were overwhelmingly from White, well-educated, two-parent families; and (c) participants were significantly different from the U.S. population on every tested demographic. Implications of findings and recommendations for reporting participant demographics and increasing diversity in special education research are discussed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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