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A chasm exists between pre-COVID online learning literature, focusing on teachers and students who have chosen online teaching and learning, and post-COVID literature, in which teaching and learning are forced online. This research focuses on students’ experiences of the move to online learning, the strategies they employed and their overall perceptions of differences between face-to-face and online learning. A single semi-structured interview was conducted with 16 students at the end of the semester in which learning was migrated online. When the learning was moved online, the students were all 3 weeks into their second year of a bachelor’s degree in the humanities and social sciences. The interview data was collected soon after the students completed these courses and analysed using thematic analysis. Generally, the findings of this study support other post-COVID studies, finding that students who were required to study online had more negative experiences than positive ones. Students who are enrolled in full-time face-to-face qualifications also appear to have different needs from those who choose to study online. Students felt that they would have benefited from more structure during emergency remote teaching, such as synchronous learning experiences scheduled at a fixed time. Implications for practice or policy: Lecturers should conduct lectures synchronously in emergency online learning for on-campus students. Teaching staff should include their faces in recorded instruction in asynchronous online modes. Teaching staff should offer tests in alternative formats rather than avoiding them in online learning. Universities should prioritise tutorials, workshops and laboratories in face-to-face mode over lectures in hybrid education.

Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar rooms, laboratories, or in the field. Using digital tools and changes in teaching practices has created a context where Higher Education teachers must consider how future learning and teaching should occur. To explore this, a cross-discipline team used appreciative inquiry framed in complexity theory to examine how teaching in undergraduate programmes is changing in the digital age and implications for Higher Education teachers. The research identifies how digital technologies influence undergraduate programmes in Applied Statistics, Computer Science, Critical Indigenous Studies, Geography, and Information Systems. Analysis of the case studies identified how disciplinary culture, context, and technology combine to influence pedagogical practice and digital capabilities needed to teach in undergraduate programmes. We conclude that Higher Education teachers require capability in appropriate pedagogical practice that aligns with disciplinary culture and the technologies available.

Undergraduate students are often assumed to be consumers of the material instructors bring to their attention. Rarely are they seen as producers of original research, other than in elite honors programmes or opt-in research opportunities such as university-based undergraduate research journals. Yet students new to a subject often have highly original responses to what they encounter. Though they may not yet be fully attuned to the contours of the scholarship, they are not limited by preexisting notions of what the defining questions of the field might be, nor are they as committed to the disciplinary boundaries that sometimes—intentionally or not—obscure or prevent promising lines of inquiry. We argue that recognizing students as emerging scholars capable of original, high quality work, and offering a structured assessment in the form of a peer reviewed class journal has the potential to transform how students they see themselves in relation to the discipline, supports the development of advanced research and writing skills, and encourages them to understand academic work as a collective rather than individual endeavor. This assessment also allows a wider range of students to access the benefits of participating in a comprehensive research activity that simulates the academic research process, rather than reserving such opportunities for those participating in elite programmes or opt-in research activities.

Enhancing wellbeing in educational settings is a challenging endeavour as wellbeing education is inherently complex. This interdisciplinary conceptual paper aims to bridge the gap between psychological interventions and educational contexts by adopting a complexity lens to consider the puzzle of wellbeing in educational settings. We draw on the fields of positive psychology, educational theory, complexity thinking, and indigenous worldviews to conceptualise wellbeing education and illustrate the need to weave approaches together. Embracing a complexity lens, we offer ways of prompting emergent wellbeing change: incorporating diverse perspectives, trialling nudges, and attending to interactions across the system. We argue that complexity-informed approaches to wellbeing education have the potential to create emergent change in and across complex educational systems.

Although the influence of intent understanding on children’s moral development has been long studied, little research has examined the influence of belief understanding on that development. In two studies we presented children with morally relevant belief vignettes to examine the extent to which they incorporate both intent and belief information in their moral judgments. In Study 1 (N = 64), 5-year-olds with higher false belief understanding (FBU) rated agents with false beliefs as more positively intentioned in good intent trials (even though the outcome was bad) than in bad intent trials (even though the outcome was good). In contrast, 4-year-olds with higher FBU were generally unable to integrate their belief understanding with their moral evaluations, performing no better on intention questions than children with lower FBU. Neither age group significantly differentiated reward and punishments as a function of intent when a false belief was involved. In Study 2 (N = 109 children, N = 42 adults), we found that by simplifying our study design and reducing the task demands, 4-year-olds with higher FBU were able to make appropriate intent judgments. Yet, as in Study 1, all children had difficulty assigning punishment/ reward based on intent. For both moral intentions and moral consequences, 4 and 5-year-olds with higher FBU differed from those of adults in several respects, indicating that moral reasoning develops substantially beyond the preschool years.

The inclusion of games in mathematics programmes is widely believed to foster the enjoyment of mathematics. The focus of this paper is on fluctuations in emotional climate during the playing of whole-class mathematics games. A multimethod approach drawing on the sociology of emotions was employed to explore changes in the classroom emotional climate that were associated with game playing. The event-oriented inquiry was conducted with two teachers and a class of 10- to 13-year-olds in a New Zealand classroom during mathematics sessions. Over a series of eight mathematics lessons, there were three noticeable fluctuations in emotional climate, all of which occurred during whole-class games. Our analysis of these three events identified a successful interaction with dramatic emotional energy associated with a positive emotional climate, a successful interaction with undramatic emotional energy associated with positive emotional climate, and an unsuccessful interaction associated with negative emotional climate with interactional repair. The third event also illustrated how the incomplete nature of a game’s rules can provide an opportunity for a negative emotional climate to be associated with game playing. The taken-for-granted wisdom that whole-class mathematics games can enhance emotional aspects of a classroom learning environment is supported by some of our evidence.

In this paper, we report an exploratory investigation of the types of assessment in a variety of high school subjects that best predicted subsequent success at university in those subjects. In social sciences and the humanities, internal (school-based) assessment was a better predictor of university success than external, examination-based assessment, whereas the converse was true for mathematics and the sciences. A plausible interpretation of these findings, and one that warrants further research, is that approaches to assessment that recognize differences in the knowledge structures of disciplines at the point of university transition could be a significant factor in better preparing students for success at university. There are other plausible explanations, which we also explore. If further research validates our conjecture regarding the importance of aligning the disciplinary learning and assessment, we will have identified a potentially powerful mechanism to use the motivating force of assessment to enhance learning.

Im deutschen Schulsystem wurde auf die Coronapandemie mit vielfältigen, teilweise schnelllebigen Maßnahmen reagiert. Insbesondere drei Akteursgruppen versuchten dabei Einfluss zu nehmen: Schulen, Familien und Politik. Theoretisch gerahmt von Schimanks (2010) Akteur-Struktur-Dynamiken, wird im Beitrag empirisch der Fragestellung nachgegangen, wie Schulen, Familien und Politik sich in Presseberichten positionieren bzw. positioniert werden. Auf der Grundlage dieser medialen Konstruktion erschließen wir, wie sich die Akteursgruppen selbst und wie sie die jeweils beiden anderen sehen. Untersucht wurde die deutsche Presseberichterstattung während zwei Drei-Monats-Zeiträumen im Jahr 2020. Aus einer Vielzahl verschiedenartiger bundesweiter und regionaler in der Datenbank LexisNexis verzeichneter Quellen wurden zwei Datensätze erstellt (n=178) und einer qualitativen thematischen Analyse unterzogen. Datensatz 1 wurde induktiv, Datensatz 2 deduktiv codiert. Sechs Themen wurden aus den Daten herausgearbeitet, die aus indirekter Perspektive tiefgehende Einblicke in die Selbst- und Fremdwahrnehmung jeder Akteursgruppe sowie deren Entwicklung im Zeitverlauf bieten. Wie die Analyse zeigt, gibt es von Seiten der schulischen AkteurInnen eine wachsende Digitalisierungsbereitschaft. Darüber hinaus folgt aus den als zu kurz-greifend aufgefassten politischen Maßnahmen der Gestaltungswille, den Digitalisierungsschub nachhaltig bestmöglich zu nutzen. Es lässt sich ferner ein zunehmender Zusammenhalt zwischen Schulen und Familien beobachten. Beide bringen in ansteigendem Maße Verständnis für die Situation und die Handlungen der anderen Gruppe auf. Gleichzeitig stehen Schulen und Familien der Akteursgruppe Politik zunehmend kritisch gegenüber und nehmen deren Handeln als nicht zukunftsorientiert, wenig kohärent und soziale Disparitäten vergrößernd wahr. Um Handeln und Handlungsintentionen besser verstehen, nachvollziehen und teilweise erklären zu können, werden die drei untersuchten Gruppen Schimanks vier partiellen Akteursmodellen zugeordnet. Auf Basis der Analyse werden Dynamiken in der Entwicklung von Akteurskonstellationen diskutiert., The German educational system addressed the implications for schools and education of the Corona pandemic in a variety of diverse and partly short-lived measures. In particular, three groups of actors tried to exert influence on this issue: schools, families and politicians. Theoretically informed by Schimank's (2010) approach of actor-structure dynamics, this article investigates the research questions of how schools, families and politicians position themselves in the press, and are positioned respectively. Based on the media representation of reality we thus exemplify how each group views itself, and how each group is perceived by the other two groups. Investigating German press coverage during two three-month-periods within the year 2020, we created two data sets (n=178), which contained a variety of diverse national and regional sources listed in the LexisNexis database. Applying thematic analysis, data set 1 was coded inductively and data set 2 was coded deductively. We crafted six themes from the data which, from an indirect perspective, offer in-depth insights in the self-perception and the other actors' perception of each actor group while capturing dynamics over time. The analysis reveals that the actors from schools show an increasing willingness to engage with digitization of teaching and learning. Following from the perception that political actions are insufficient, they take an active role in shaping digitization for long-term use. There is a growing solidarity between actors from schools and from families. Both groups show mutual understanding of the situation and of the actions of the other. At the same time, schools and families become increasingly critical of the political actors and view their actions as lacking future-orientation and coherence while increasing social disparities. In order to allow for a better understanding and to partially explain the actions and intentions, we draw on Schimank's four models of actors. Based on the analysis, we discuss the dynamics in the development of actor constellations.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.

An undergraduate laboratory was developed as part of the Drugs for Neglected Diseases initiative's Open Synthesis Network. This activity aimed to develop new compounds efficacious against visceral leishmaniasis. Students successfully synthesized, purified, and characterized ten different benzoxazole amides that were sent for biological testing against several protozoan parasites. Although all the benzoxazole amides had poor activity against L. donovani, several (2, 4, and 9) showed moderate activity against T. cruzi, T. b. rhodesiense, and T. b. brucei paired with low cell cytotoxicity. This drug discovery laboratory activity made a measurable contribution to neglected tropical disease research and was an engaging and research-orientated experience for undergraduate students. Implementation of drug discovery laboratories across a range of student levels and backgrounds is highly achievable using existing laboratory equipment and a short investment in activity preparation and can be a sustainable course component.

This scoping review aims to identify manualised programs and practice suggestions, in currently available literature, to support children’s knowledge, behaviours and emotions after a parental acquired brain injury (ABI).

This is a registration of a scoping review protocol that will examine training programs for Physician Assistant clinical preceptors, what the training programs entail, and identifying any gaps in knowledge they may have.

This project is a scoping review of the literature to determine the systems that are employed to facilitate international recognition for allied healthcare professionals, but also other professions that are not healthcare related such as law, engineering and accounting. International workforce mobility is a key issue for national planning and immigration, but also for post-secondary education planning. Analysis of current systems could help establish what is currently being done and more importantly, plan for new, innovative and efficient ways to evaluate international credentials for equivalency. Our particular focus is on movement of the workforce to Canada and therefore, our research questions have a specific focus on Canadian profession organizations.

Supplemental material, sj-docx-2-rse-10.1177_07419325221147698 for The Goal Setting Challenge App: Promoting Self-Determination Through Technology by Valerie L. Mazzotti, Karrie A. Shogren, Jared H. Stewart-Ginsburg, PhD, Stephen M. Kwiatek, PhD, Mayumi Hagiwara, Danielle C. Wysenski, PhD and Richard A. Chapman in Remedial and Special Education

Supplemental material, sj-docx-4-dps-10.1177_10442073231177405 for Perspectives of College and Career Readiness Among Educational Stakeholders by Mary E. Morningstar, Allison Lombardi, Valerie L. Mazzotti, Kathryn Buddeke, Shannon Langdon, Ashley Taconet, Graham Rifenbark and Stephen M. Kwiatek in Journal of Disability Policy Studies

Supplemental material, sj-docx-1-jvi-10.1177_02646196231154471 for What do eye care workers do when their patients go blind? by Adedayo Omobolanle Adio and Charles Obu Bekibele in The British Journal of Visual Impairment

Supplemental material, sj-docx-1-ldx-10.1177_00222194231178285 for Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee by Jeannette Mancilla-Martinez, Min Hyun Oh, Gigi Luk and Adam Rollins, MA in Journal of Learning Disabilities

Supplemental material, sj-docx-3-ecx-10.1177_00144029231165505 for Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research by Jason C. Chow, Jennifer R. Ledford, Sienna Windsor and Paige Bennett in Exceptional Children

Supplemental material, sj-docx-1-aut-10.1177_13623613231152963 for Predicting future sleep problems in young autistic children by Amy M Shui, Linnea A Lampinen, Amanda Richdale and Terry Katz in Autism

This study investigated the differential effects of using non-contingent reinforcement in the form of attention as an antecedent intervention in comparison to using non-contingent reinforcement in addition to self-monitoring as a treatment package. A multi treatment single case research design was utilized in this study. Levels of student’s on-task behavior were measured to evaluate the differential effects of an antecedent intervention in comparison to the combination of an antecedent and consequent intervention. This study also only used treatments that were technologically delivered to the participants., 2023 Rachel Fosnaught

Supplemental material, sj-docx-2-ecx-10.1177_00144029231168106 for Reflexive Quality Criteria: Questions and Indicators for Purpose-Driven Special Education Qualitative Research by The QR Collective* in Exceptional Children

En septembre 2022, plus de 700 000 élèves de seconde ont effectué un test de positionnement visant à évaluer leurs acquis et leurs besoins de façon à leur proposer un accompagnement personnalisé adapté et à remédier à leurs difficultés éventuelles. En seconde générale et technologique, plus de neuf élèves sur dix ont une maîtrise « satisfaisante » ou « très bonne » des connaissances et des compétences en français. En mathématiques, ils sont près de huit élèves sur dix. En seconde professionnelle, près de six élèves sur dix ont une maîtrise « satisfaisante » ou « très bonne » des connaissances et des compétences en français. Ils sont trois sur dix en mathématiques. Quelle que soit la voie, les garçons présentent de meilleurs résultats que les filles en mathématiques, alors qu’en français, les résultats des filles sont supérieurs à ceux des garçons. Les résultats sont différents selon le secteur du lycée où entrent les jeunes, surtout en mathématiques, et des écarts importants sont observés selon le profil social du lycée. L’analyse de données complémentaires issues de tests spécifiques vient confirmer ces constats dans chaque discipline. En 2022, on constate une stabilité des résultats dans la voie générale et technologique par rapport à 2021. Dans la voie professionnelle, ils sont en baisse en français et en légère hausse en mathématiques.

Supplemental material, sj-docx-3-foa-10.1177_10883576231165265 for Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety by Carla B. Kalvin, Rebecca Jordan, Sonia Rowley, Anna L. Weis, Karim Ibrahim and Denis G. Sukhodolsky in Focus on Autism and Other Developmental Disabilities

Supplemental material, sj-docx-1-dps-10.1177_10442073231177405 for Perspectives of College and Career Readiness Among Educational Stakeholders by Mary E. Morningstar, Allison Lombardi, Valerie L. Mazzotti, Kathryn Buddeke, Shannon Langdon, Ashley Taconet, Graham Rifenbark and Stephen M. Kwiatek in Journal of Disability Policy Studies

Supplemental material, sj-docx-3-aut-10.1177_13623613231155770 for Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism by Sandra C Jones, Chloe S Gordon and Simone Mizzi in Autism

Supplemental material, sj-docx-1-rse-10.1177_07419325231160293 for Review of Four Preregistration Registries for Special Education Researchers by Jesse I. Fleming, Alan S. McLucas, and Bryan G. Cook in Remedial and Special Education

Supplemental material, sj-docx-4-ldq-10.1177_07319487231154235 for Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments by Adrienne D. Woods, Paul L. Morgan, Yangyang Wang, George Farkas and Marianne M. Hillemeier in Learning Disability Quarterly

Supplemental material, sj-docx-1-aei-10.1177_15345084231175511 for A Preliminary Investigation of a Brief Tier 1 Classroom Management Measure by Allison F. Gilmour, Joseph H. Wehby, Jessica Boyle, Howard P. Wills and Paul Caldarella in Assessment for Effective Intervention

Supplemental material, sj-docx-3-aut-10.1177_13623613221146477 for Sex differences in the course of autistic and co-occurring psychopathological symptoms in adolescents with and without autism spectrum disorder by Ernst Horwitz, Melissa Vos, Annelies De Bildt, Kirstin Greaves-Lord, Nanda Rommelse, Robert Schoevers and Catharina Hartman in Autism

Supplemental material, sj-docx-2-aut-10.1177_13623613221143590 for Development of stigma-related support for autistic adults: Insights from the autism community by Emeline Han, Katrina Scior, Eric Heath, Kana Umagami and Laura Crane in Autism

Supplemental material, sj-docx-1-sed-10.1177_00224669221146168 for An Analysis of Selected Aspects of Functional Behavioral Assessments and Behavior Intervention Plans by Shanna E. Hirsch, Timothy J. Lewis, Catherine A. Griffith, Alex Carlson, Christy Brown and Antonis Katsiyannis in The Journal of Special Education

Supplemental material, sj-docx-1-aut-10.1177_13623613231183071 for “Survival classes for a neurotypical world”: What French autistic adults want and need after receiving an autism diagnosis by Raven Bureau and Céline Clément in Autism

Supplemental material, sj-docx-1-aut-10.1177_13623613231158182 for ‘I felt like my senses were under attack’: An interpretative phenomenological analysis of experiences of hypersensitivity in autistic individuals by Liesbeth Taels, Jasper Feyaerts, Marie Lizon, Melissa De Smet and Stijn Vanheule in Autism

Supplemental material, sj-docx-5-dps-10.1177_10442073231177405 for Perspectives of College and Career Readiness Among Educational Stakeholders by Mary E. Morningstar, Allison Lombardi, Valerie L. Mazzotti, Kathryn Buddeke, Shannon Langdon, Ashley Taconet, Graham Rifenbark and Stephen M. Kwiatek in Journal of Disability Policy Studies

Supplemental material, sj-docx-1-cde-10.1177_21651434231154584 for Factors Related to Accessing Postsecondary School Supports by English Learners With Disabilities by Lynn A. Newman, Audrey A. Trainor and Lindsay Romano in Career Development and Transition for Exceptional Individuals

Supplemental material, sj-docx-1-tec-10.1177_02711214231158337 for Latin American Mothers’ First-Hand Accounts of American Statewide Early Intervention Model: A Funds of Knowledge Approach by Diana L. Abarca, Mollie Romano and Estrella Rodriguez in Topics in Early Childhood Special Education

En 2022, 11,2 % des jeunes participants à la Journée défense et citoyenneté (JDC) rencontrent des difficultés dans le domaine de la lecture. Près de la moitié d’entre eux peut être considérée en situation d’illettrisme. Par ailleurs, plus d’un jeune sur dix a une maîtrise fragile de la lecture. Enfin, plus des trois quarts des lecteurs sont efficaces. Les performances en lecture progressent avec le niveau d’études. Elles sont globalement plus élevées chez les filles que chez les garçons. Les jeunes des DROM sont particulièrement concernés par les difficultés de lecture. En France métropolitaine, c’est dans la moitié nord que les difficultés de lecture sont les plus fréquentes.

Supplemental material, sj-docx-1-jei-10.1177_10538151231176188 for Emotional Regulation and Language in Young Children With and Without Autism Traits by Sara Cibralic, Jane Kohlhoff, Nancy Wallace, Catherine McMahon and Valsamma Eapen in Journal of Early Intervention

Le nombre d’élèves dans le premier degré s’établirait à 6 349 600 à la rentrée 2023, en baisse de 73 200 élèves après une diminution de 58 700 élèves observée entre les rentrées 2021 et 2022. La baisse devrait se poursuivre aux rentrées suivantes, faisant passer le nombre d’élèves du premier degré de 6 287 400 à la rentrée 2024 à 6 063 400 à la rentrée 2027, soit 224 000 élèves en moins. La baisse des effectifs se poursuivrait dans les années à venir à la fois dans le niveau préélémentaire et dans le niveau élémentaire, que ce soit dans le secteur public ou privé sous contrat. Cette prévision résulte essentiellement des évolutions démographiques, avec des générations d’élèves de moins en moins nombreuses.

Supplemental material, sj-docx-2-aut-10.1177_13623613221142730 for Autistic young people’s experiences of remote psychological interventions during COVID-19 by Lucy Adams, Nicoletta Adamo, Matthew J Hollocks, Jennifer Watson, Aylana Brewster, Lucia Valmaggia, Emma Jewitt, Jodie Edwards, Maisie Krisson and Emily Simonoff in Autism

Transgender, nonbinary, and gender expansive individuals (TNB and GE) have the same basic psychological needs (BPN) for self-determination as their cisgender counterparts yet face unique gender minority stressors (GMS) that may impact psychological distress and well-being. Authenticity is an important factor that may also affect psychological well-being and distress in TNB and GE people. Few research studies have examined BPN attainment or GMS factors and psychological well-being and distress. The role of authenticity, which is associated with psychological well-being in cisgender samples, has yet to be examined in TNB and GE people on the context of BPN attainment or GMS. The current dissertation addressed these gaps in research in a sample of 489 TNB and GE participants who were 18 to 61 years of age. Participants completed a survey assessing BPN attainment, GMS experiences, general and identity-specific authenticity, and psychological well-being measures (eudaimonic well-being, hedonic well-being) and psychological distress (depressive symptoms, anxiety, and negative affect). Six structural equation models explored these relationships. Findings indicated that higher BPN attainment was associated with more psychological well-being and less psychological distress. Proximal minority stressors were associated with less psychological well-being and more psychological distress. Distal gender minority stressors were unexpectedly associated with more psychological well-being and less psychological distress. General authenticity was an important mediator of these associations, and identity-specific authenticity was an important mediator between GMS and psychological well-being and distress. The current study documents the importance of BPN attainment on psychological well-being and distress in TNB and GE individuals and emphasizes the negative effect of proximal gender minority stressors. Further research on resiliency processes that mediate associations between distal gender minority stressors and psychological well-being and distress are suggested. This study highlights the importance of authenticity as an intervening factor that may contribute to the overall well-being of TNB and GE individuals., © 2023 Zakary Alexander Clements

Supplemental material, sj-docx-1-ldx-10.1177_00222194231157089 for Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities by Anna Maria Re, Francesca De Vita, Cesare Cornoldi and Susanna Schmidt in Journal of Learning Disabilities

Supplemental material, sj-docx-2-rse-10.1177_07419325231176762 for Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems by Michelle M. Cumming, Rachel Oblath, Yuxi Qiu, Stacy L. Frazier, PhD, Philip David Zelazo, Helen Flores and Jeehyun Park in Remedial and Special Education

Supplemental material, sj-docx-1-tec-10.1177_02711214231163720 for Early Childhood Professionals’ Reported Use of Culturally and Linguistically Responsive Practices During Initial Evaluations: A Mixed Methods Study by Elizabeth A. Steed, Rachel Stein, Heidi Burke and Renee Charlifue-Smith in Topics in Early Childhood Special Education

Supplemental material, sj-docx-1-foa-10.1177_10883576231165265 for Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety by Carla B. Kalvin, Rebecca Jordan, Sonia Rowley, Anna L. Weis, Karim Ibrahim and Denis G. Sukhodolsky in Focus on Autism and Other Developmental Disabilities

Supplemental material, sj-docx-1-aut-10.1177_13623613231158862 for Direct and indirect costs for families of children with autism spectrum disorder in China by Yanan Zhao, Yanan Luo, Rong Zhang and Xiaoying Zheng in Autism

Supplemental material, sj-docx-1-ldx-10.1177_00222194221150786 for Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors by Nicole Casali, Chiara Meneghetti, Carla Tinti, Anna Maria Re, Barbara Sini, Maria Chiara Passolunghi, Antonella Valenti, Lorena Montesano, Gerardo Pellegrino and Barbara Carretti in Journal of Learning Disabilities