John Wills Lloyd

TL;DR: In this paper, the authors examined co-teaching in secondary classrooms by interviewing and observing special education teachers in co-taught and special education classrooms and found that special educators take on various roles when coteaching that are different from the roles that they reportedly assume when they are teaching in special education.

TL;DR: In this paper, the authors report on some of these broad studies of research that seem to indicate effectiveand noneffective-teaching strategies, and provide a numerical indicator of the relative effect of a particular intervention, also allowing comparison with other approaches used in special education or related services.

TL;DR: The authors discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs and conveys the sense that good designs must involve a series of balances and compromises that defy easily categorized solutions.

TL;DR: A 7-year, 11-month, learning disabled boy with attentional problems was taught to self-monitor his on-and off-task behavior by using an audiotape recorder to cue his self-recording using a co

TL;DR: This article studied the referral for special education records of children and youth to identify the problems for which referrers said pupils needed help and found that 69% of the referrals were for boys, regular classroom teachers alone initiated 74% of these referrals and contributed to another 5%, and over two-thirds of students referred were in earlier grade levels, particularly kindergarten (16%), first (26%), second (15%), or third grade (11%).