Exceptional children

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  Año 2024, Vol. 91, Número 1

  • Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools

    Jennifer R. Ledford, Sienna Windsor, Jason C. Chow, Paige Bennett Eyler

    • Resumen

    págs. 5-20

    

  • Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders

    Anne Barwasser, Sarah Schulze, Chiara Gieseler, Mathias Gruenke

    • Resumen

    págs. 21-40

    

  • Spelling Errors in Children With Mild to Moderate Hearing Loss: Relations to Linguistic and Audiologic Factors

    Gabriella Reynolds, Krystal L. Werfel, Sarah Hudgins, Stephen Camarata, Fred H. Bess

    • Resumen

    págs. 41-56

    

  • Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children

    Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson

    • Resumen

    págs. 57-73

    

  • Teacher Attitudes Toward Gifted Students and Gifted Education: The Typologies of Attitudes and Their Predictors

    Jae Yup Jung, Jihyun Lee

    • Resumen

    págs. 74-92

    

  • Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors

    Alicia Ramos, Nina Steenberghs, Jeroen Lavrijsen, Luc Goossens, Karine Verschueren

    • Resumen

    págs. 93-113