Martha L. Venn

TL;DR: In this paper, the authors evaluated the effectiveness of embedding a procedure called progressive time delay (a direct teaching strategy) in art activities to teach preschoolers with disabilities to imitate their peers.

TL;DR: A survey of early childhood educators found that nearly three-fourths (74.2%) of the responding programs reported enrolling a child with a diagnosed disability, the percentage of mainstreamed programs increased across the five years studied, children from all diagnostic categories listed on the survey were enrolled in some programs, and the diagnostic category of speech/language impaired was the most frequently reported category followed by developmental delays and behavior disorders as mentioned in this paper.

TL;DR: In this article, a modification of Instructional Materials and Procedures for Curricular Success of Students with Emotional and Behavioral Disorders is proposed. But the modification is limited to a single class.

TL;DR: Gunter et al. as mentioned in this paper found that when teachers used scripted lessons to ensure that information was given to allow students with emotional or behavioral disorders to respond correctly, correct responses did increase while disruptive behaviors decreased.

TL;DR: The effects of two curricular and materials modifications on the on-task behavior and correct academic responding of three elementary-aged students identified with emotional or behavioral disorders (E/... as mentioned in this paper ).