Abstract Anthropogenic change is a major threat to individual species and biodiversity. Yet the behavioral and physiological responses of animals to these changes remain understudied. This is due to the technological challenges in assessing these effects in situ. Using captive maned wolves (Chrysocyon brachyurus, n = 6) as a model, we deployed implantable biologgers and collected physiological data on heart rate (HR) and heart rate variability (HRV) over a 1-year period. To test for links between HR and changes in the environment we analysed HR daily rhythms and responses to potential stressors (e.g. physical restraint, change in housing conditions, short-distance transportation and unfamiliar human presence). The 2-min HR averages ranged from 33 to 250 bpm, with an overall rest average of 73 bpm and a maximum of 296 bpm. On average, HRV was higher in females (227 ± 51 ms) than in males (151 ± 51 ms). As expected, HR increased at dusk and night when animals were more active and in response to stressors. Sudden decreases in HR were observed during transportation in three wolves, suggestive of fear bradycardia. We provide the first non-anesthetic HR values for the species and confirm that behaviour does not always reflect the shifts in autonomic tone in response to perceived threats. Because strong HR responses often were not revealed by observable changes in behaviour, our findings suggest that the number and variety of stressors in ex situ or in situ environments for maned wolves and most wildlife species may be underestimated. Our study also shows that integrating biologging with behavioral observations can provide vital information to guide captive management. Similar technology can be used to advance in situ research for developing more effective welfare, management and conservation plans for the species.
The primary focus of this study was to determine the feasibility of teacher implementation of peer-assisted writing strategies (PAWS) in improving the writing outcomes of kindergarten children. Six classrooms were recruited, and 3 were randomly assigned to the experimental condition. Results indicated that the content, length, and formatting of the lessons were adequate for the teachers to deliver the lessons with fidelity. Students enjoyed PAWS, as reflected in the end-of-the-year surveys. Statistically significant differences between the experimental and control classrooms were noted for punctuation and sentence writing quality. In addition, preliminary results with our small sample size suggest that differences in writing performance between the PAWS and control classrooms were moderated by school type. In the medium-performing schools, differences between pre- and posttest scores were statistically significant for alphabet-writing fluency, punctuation, and sentence and essay curriculum-based writing measures, with effect sizes ranging from 0.69 to 1.96.
Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.
Replication is a critical aspect of scientific inquiry that presents a variety of challenges to researchers, even under the best of conditions. We conducted a review of replication rates in special education journals similar to the review conducted by Makel et al. in this issue. Unknowingly conducting independent reviews allowed for an unexpected opportunity to examine how two teams of researchers attempted to replicate a previously published study and explore similarities and differences between the outcomes. In our review, we identified 70 replication studies published between 1997 and 2013, indicating that 0.41% of published articles in special education journals are replication studies. Similar to findings reported by Makel et al., our review indicates that most replications are successful and that successful replications are more likely when author overlap occurs. Although there are similar patterns in the two data sets, an examination of exact agreement on article inclusion revealed an agreement rate of 15.2%. Possible explanations for the discrepancy and implications for future directions are provided.
There have been a handful of studies on kindergarteners’ motivational beliefs about writing, yet measuring these beliefs in young children continues to pose a set of challenges. The purpose of this exploratory, mixed-methods study was to examine how kindergarteners understand and respond to different assessment formats designed to capture their motivational beliefs about writing. Across two studies, we administered four assessment formats — a 4-point Likert-type scale survey, a binary choice survey, a challenge preference task, and a semi-structured interview — to a sample of 114 kindergarteners engaged in a larger writing intervention study. Our overall goals were to examine the benefits and challenges of using these assessment formats to capture kindergarteners’ motivational beliefs and to gain insight on future directions for studying these beliefs in this young age group. Many participants had a difficult time responding to the 4-point Likert-type scale survey, due to challenges with the response format and the way the items were worded. However, more simplified assessment formats, including the binary choice survey and challenge preference task, may not have fully captured the nuances and complexities of participants’ motivational beliefs. The semi-structured interview leveraged participants’ voices and highlighted details that were overlooked in the other assessment formats. Participants’ interview responses were deeply intertwined with their local, everyday experiences and pushed back on common assumptions of what constitutes negatively oriented motivational beliefs about writing. Overall, our results suggest that kindergarteners’ motivational beliefs appear to be multifaceted, contextually grounded, and hard to quantify. Additional research is needed to further understand how motivational beliefs are shaped during kindergarten. We argue that motivational beliefs must be studied in context rather than in a vacuum, in order to work toward a fair and meaningful understanding of motivational beliefs about writing that can be applied to school settings.
Alternate assessments have been used for the last 10 years to evaluate schools' efforts to teach children with significant cognitive disabilities. However, few studies have examined the reading skills of children who participate in these assessments. The purpose of this study was to extend understanding of the reading skills of this population by administering early-grade word and passage reading fluency curriculum-based measures to a sample of 7,440 students in Grades 3 through 8 and 11. Overall, the performance on curriculum-based measures and the relationship with alternate assessment performance varied based upon disability, grade, and level of alternate assessment. The authors discuss implications for test developers and teachers along with future directions for research.
The purpose of this chapter is to highlight the current state of research focused on supporting paraprofessionals, also referred to as paras. This chapter will also highlight a study conducted to explore paras' perceptions of job-related supports, challenges, and their experiences and effectiveness after participating in a professional development study. Implications for the professional development and training of paraprofessionals are provided. Additionally, directions for the next decade of research focused on improving paraprofessional training are outlined.
Abstract Background Many children and adolescents with D own syndrome fail to achieve proficiency in mathematics. Researchers have suggested that tailoring interventions based on the behavioural phenotype may enhance efficacy. Method The research questions that guided this review were (1) what types of mathematics interventions have been empirically evaluated with children and adolescents with D own syndrome?; (2) do the studies demonstrate sufficient methodological rigor?; (3) is there evidence of efficacy for the evaluated mathematics interventions?; and (4) to what extent have researchers considered aspects of the behavioural phenotype in selecting, designing and/or implementing mathematics interventions for children and adolescents with D own syndrome? Nine studies published between 1989 and 2012 were identified for inclusion. Results Interventions predominantly focused on early mathematics skills and reported positive outcomes. However, no study met criteria for methodological rigor. Further, no authors explicitly considered the behavioural phenotype. Conclusions Additional research using rigorous experimental designs is needed to evaluate the efficacy of mathematics interventions for children and adolescents with D own syndrome. Suggestions for considering the behavioural phenotype in future research are provided.
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