Sarah Emily Wilson
Biographic Data
| ID | 9526954 |
|---|---|
| NAME | Sarah Emily Wilson |
| GIVEN NAMES | Sarah Emily |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON S E |
| AFFILIATIONS | University of Virginia, Charlottesville, USA |
| ORCID | 0000-0002-7389-7301 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Meta-Analysis of Peer-Mediated Social Interventions for Secondary Students With Intellectual and Developmental Disabilities
Peer relationships and social interactions in the classroom can facilitate learning, and peer-mediated interventions (PMIs) are frequently used to support the development and quality of social interactions between students with intellectual and developmental disabilities (I/DDs) and their peers. This meta-analysis examined extant literature on PMI for secondary students with I/DD. We identified 37 studies and dissertations for inclusion in this r…
Inquiry‐Based Science Instruction for Students With Disabilities
Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real‐world problems and understand current events, and it strengthens critical thinking, problem‐solving, and complex communication skills. The purpose of this systematic review and meta‐analysis was to evaluate extant literature on inquiry‐based science interventions for SWD in service of developing scientific practi…
Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices
Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey to conduct a preliminary examination of the knowledge, attitudes, perceived norms, and behavioral intent of 155 special education researchers for three open practices: preregistering studies, posting preprints, and sharin…
Keeping Teachers Engaged during Non-Instructional Times
As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabili…
A How-to Guide for Open-Science Practices in Special Education Research
Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tail…
Efficacy of a Second-Grade Science Program
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…
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Efficacy of a Second-Grade Science Program
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…
A How-to Guide for Open-Science Practices in Special Education Research
Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tail…
Keeping Teachers Engaged during Non-Instructional Times
As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabili…
Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices
Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey to conduct a preliminary examination of the knowledge, attitudes, perceived norms, and behavioral intent of 155 special education researchers for three open practices: preregistering studies, posting preprints, and sharin…
A Meta-Analysis of Peer-Mediated Social Interventions for Secondary Students With Intellectual and Developmental Disabilities
Peer relationships and social interactions in the classroom can facilitate learning, and peer-mediated interventions (PMIs) are frequently used to support the development and quality of social interactions between students with intellectual and developmental disabilities (I/DDs) and their peers. This meta-analysis examined extant literature on PMI for secondary students with I/DD. We identified 37 studies and dissertations for inclusion in this r…
Inquiry‐Based Science Instruction for Students With Disabilities
Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real‐world problems and understand current events, and it strengthens critical thinking, problem‐solving, and complex communication skills. The purpose of this systematic review and meta‐analysis was to evaluate extant literature on inquiry‐based science interventions for SWD in service of developing scientific practi…
Psychology (4 works) · Pedagogy (3 works) · Science education (3 works) · Special education (3 works) · Autism Spectrum Disorder Research (2 works) · Behavioral and Psychological Studies (2 works) · Disability Education and Employment (2 works) · Extant taxon (2 works) · Mathematics education (2 works) · Psychological intervention (2 works)