School Leadership that Works: From Research to Results

The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:
 10.1080/10459881003785506
 ). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research.

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review.

Individuals with disabilities education improvement act of 2004 noncompliance determination complaints in commonwealth states

Tactics of Scientific Research: Evaluating Experimental Data in Psychology

Who Controls Teachers’ Work? Power and Accountability in America’s Schools

are a common component of many Tier 2 interventions such as check and connect or check-in and check-out. Although considered an effective practice when paired with contingent reinforcement for academic and behavioral change, many teachers may be unaware of how best to use a DBRC with more challenging behaviors or how to incorporate this use in a student’s individualized education program (IEP). One solution to timeand resource-expensive paper progress monitoring is to upgrade to an automated DBRC process: Technology can help teachers spend less time monitoring students’ behaviors and preparing for meetings to address student progress, provides automated graphs of student behavior over time and records behavior in observable and measurable ways, and enables frequent and positive parent communication.

Electronic Progress Monitoring of IEP Goals and Objectives.

This study examined the relations between problem behaviors and early learning outcomes among 138 children in dual-language pre-K programs who were identified at the beginning of the school year to...

Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K

Inclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Imp...

Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US

Progress Monitoring to Support Science Learning for All Students.

Today’s classroom is a heterogeneous grouping of students with diverse backgrounds and with disabilities or special challenges in learning and behavior. This chapter focuses on how to reach these students through the use of Project-Based Learning (PBL). Although the strategies and issues presented here are, “best practice” for the instruction and management of students with enriched backgrounds, extensive vocabularies, strong self-advocacy, and self-management skills, these types of students may learn well without them. However, students with diverse or disabling conditions require these strategies for successful participation and learning. Students who are diverse, disabled and/or normative will benefit from a learning environment where these practices are used skillfully. This chapter begins with a section on the characteristics and learning considerations for exceptional and diverse learners followed by a section on the key elements of STEM PBL and concluded with a section on how these elements can address learner characteristics to improve student participation and performance.

Denise A. Soares

Papers

Electronic Progress Monitoring of IEP Goals and Objectives.

Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K

Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US

Progress Monitoring to Support Science Learning for All Students.

STEM Project-Based Learning and Teaching for Exceptional Learners