Showing papers in "Intervention In School And Clinic in 2016"
TL;DR: In this paper, an evaluation rubric is developed to help parents, teachers, and other professionals evaluate apps for students with learning disabilities (LD) in the context of special education.
Abstract: Computers can be an effective teaching method for students with learning disabilities (LD). The use of mobile devices as education tools for students with disabilities has received considerable attention in special education recently. Parents, teachers, and professionals look for effective applications (i.e., apps) that meet the needs of their children and students. This is often challenging for them due to the large number of education apps that are available in the market. This article introduces and describes an evaluation rubric developed to help parents, teachers, and other professionals evaluate apps for students with LD.
63 citations
TL;DR: This paper found that students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face, and that these students are more likely to miss class time.
Abstract: Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Class...
40 citations
TL;DR: In this paper, the authors provide practical suggestions to help guide teachers in utilizing classroom sets of iPads, following a brief introduction to tablet technology in inclusive classrooms and the origin of tablet technology.
Abstract: This column provides practical suggestions to help guide teachers in utilizing classroom sets of iPads. Following a brief introduction to tablet technology in inclusive classrooms and the origin of...
35 citations
TL;DR: In this paper, the authors describe the scouting report as an approach that social and behavior intervention specialists can use to help middle-level teachers create social contexts that support productive social roles.
Abstract: This describes the scouting report as an approach that social and behavior intervention specialists can use to help middle-level teachers create social contexts that support productive social roles...
32 citations
TL;DR: In this article, the authors describe how children and adolescents suffering from mental health conditions struggle in the school environment if their needs are not being met, and how they seek help from professionals.
Abstract: Child and adolescent mental health is a growing concern in schools. Students suffering from mental health conditions struggle in the school environment if their needs are not being met. Teachers pl...
27 citations
TL;DR: In this article, successful research-based interventions are described along with details of how these interventions have been implemented in middle and high schools across the country, including early warning systems, mentoring programs, student engagement, family engagement, academic remediation and enrichment, career-focused curricula, interpersonal skills instruction, and class/school restructuring initiatives.
Abstract: Based on work with state and local education agencies in dropout prevention for students with disabilities, successful research-based interventions are described along with details of how these interventions have been implemented in middle and high schools across the country. The interventions that have helped students with disabilities graduate from school include early warning systems, mentoring programs, student engagement, family engagement, academic remediation and enrichment, career-focused curricula, interpersonal skills instruction, a focus on the transition to high school, and class/school restructuring initiatives.
25 citations
TL;DR: Culturally responsive positive behavioral interventions and supports (CRPBIS) as discussed by the authors is a statewide research project designed to renovate behavioral support systems to become more inclusive, adaptive, and sustainable.
Abstract: Culturally responsive positive behavioral interventions and supports (CRPBIS) is a statewide research project designed to renovate behavioral support systems to become more inclusive, adaptive, and...
22 citations
TL;DR: The number of students who are English language learners (ELL) is increasing significantly across the United States and as this number increases, so does the number of ESL learners who are ELL and being English learners.
Abstract: The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being i...
19 citations
TL;DR: Video-based intervention has strong evidence supporting efficiency in teaching social, communication, functional, behavior, play, and self-help skills and emerging evidence for teaching acade... as mentioned in this paper.
Abstract: Video-based intervention (VBI) has strong evidence supporting efficiency in teaching social, communication, functional, behavior, play, and self-help skills and emerging evidence for teaching acade...
17 citations
TL;DR: In this paper, the authors define evidence-based practice as a specific set of interventions that can be used for autism research, and discuss the role of evidence in autism research. But,
Abstract: Evidence-based practice related to autism research is a controversial topic. Governmental entities and national agencies are defining evidence-based practice as a specific set of interventions that...
17 citations
TL;DR: In this paper, the authors implemented evidenced-based interventions for students with autism spectrum disorder (ASD) in the educational setting, which is of utmost importance for their long-term success.
Abstract: Implementing evidenced-based interventions for students with autism spectrum disorder (ASD) in the educational setting is of utmost importance for their long-term success. Unfortunately, interventi...
TL;DR: In this article, the authors provide best practice transition transition coordinators for special education students with disabilities to reduce recidivism rates among juvenile offenders with disabilities in the special education system.
Abstract: Collaboration between special educators and transition coordinators is important to lower recidivism rates among juvenile offenders with disabilities. This column provides best practice transition ...
TL;DR: In this article, the qualitative research tradition known as positionality can be used as a method to support classroom equity, and three ways teachers can use a spoken approach to positionality in their day-to-day practice.
Abstract: This article describes how the qualitative research tradition known as positionality can be used as a method to support classroom equity. The text describes three ways teachers can use a spoken approach to positionality in their day-to-day practice. Classroom vignettes illuminate how these spoken methods of positionality can address the latency of power and privilege in 21st-century teaching and learning contexts. The didactic use of positionality to stimulate the kind of reflective student discussions associated with culturally responsive educational reform is also evidenced. Conceptual consideration of positionality methods to support classroom inclusivity for students with disabilities is suggested.
TL;DR: Self-monitoring has been shown to improve the self-regulation skills necessary for success in students with behavior problems as discussed by the authors, but it is not suitable for children with autism. But self-monitoration has been widely used in the literature.
Abstract: Students with behavior problems often lack the self-regulation skills necessary for success. One strategy shown to improve these skills is self-monitoring. Traditionally, self-monitoring has been d...
TL;DR: The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a stude...
Abstract: The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a stude...
TL;DR: In this article, the benefits of building partnerships with parents around child literacy activities are discussed, including sustaining communication with parents, involving parents in the school community and conducting home visits along with specific recommendations for partnering with foster parents and homeless parents to promote child literacy.
Abstract: Student achievement increases when parents are involved in their child’s education. This article describes the benefits of building partnerships with parents around child literacy activities. Tips for teachers provide ideas for sustaining communication with parents, involving parents in the school community, and conducting home visits along with specific recommendations for partnering with foster parents and homeless parents to promote child literacy.
TL;DR: This collaboration column provides a brief review of the critical opportunities for collaboration between school- and non-school-based professionals in order to provide effective and complementary mental health services to students in need.
Abstract: Schools have played an increasingly central role in providing mental health services to youth, but there are limitations to the services that are available through school-based mental health professionals. Thus, collaboration with non-school-based community mental health providers is oftentimes necessary. As collaboration can address limitations of school-based services and enhance and complement school-based services, it has been identified as best practice in comprehensive mental health service delivery. This collaboration column provides a brief review that highlights the critical opportunities for collaboration between school- and non-school-based professionals. Potential barriers to effective collaboration are also discussed, and strategies are introduced to overcome these barriers in order to provide effective and complementary mental health services to students in need.
TL;DR: This paper used the self-regulated strategy development model of writing, an evidence-based practice, to teach middle and high school students with emotional/behavioral disabilities to use persuasive writing as a tool to advocate for their needs and wants.
Abstract: Writing can be a method of expression for those who cannot or do not feel comfortable expressing themselves verbally. For students with disabilities, however, writing can be a challenging task because they often fail to see writing as a process. This article examines how to use the self-regulated strategy development model of writing, an evidence-based practice, to teach middle and high school students with emotional/behavioral disabilities to use persuasive writing as a tool to advocate for their needs and wants. Writing can help students develop self-determination skills and self-expression with the time needed to reflect on what they want to say, making the process of writing an empowering one. Example lessons, guidelines, and sample materials are provided.
TL;DR: The importance of effective and efficient feedback is paramount during the student teaching experience as mentioned in this paper, and this experience is a vital component of many teacher preparation programs. During these limit-time...
Abstract: The importance of effective and efficient feedback is paramount during the student teaching experience. This experience is a vital component of many teacher preparation programs. During these limit...
TL;DR: In this paper, the authors designed to help teachers interpret reading assessment data from DIBELS beyond individual subtests to better support their students' needs, while it is important to understand the i...
Abstract: This article is designed to help teachers interpret reading assessment data from DIBELS beyond individual subtests to better support their students’ needs. While it is important to understand the i...
TL;DR: Early identification of student behavioral needs allows educators the opportunity to apply appropriate interventions before negative behaviors become more intensive and persistent as discussed by the authors, which can help to identify the need for intervention before negative behaviours become more persistent.
Abstract: Early identification of student behavioral needs allows educators the opportunity to apply appropriate interventions before negative behaviors become more intensive and persistent. A variety of scr...
TL;DR: In this paper, universal screening measures can be used to identify students at risk academically due to learning disabilities or other difficulties, such as dyslexia or dysarthricness.
Abstract: Universal screening measures can be used to identify students at risk academically due to learning disabilities or other difficulties. Research and legislation support the use of screening measures...
TL;DR: The authors used curriculum-based measurement of written expression for beginning writers to measure growth of smaller increments of writing skill development (i.e., number of words written in a given time or using correctly sequenced letters or words) and may use this method repeatedly across the school year to show growth and identify weakness in students' early writing skills.
Abstract: Assessment and instruction of reading tend to dominate current discussions of early literacy. Shifting the focus to writing, this article addresses the assessment of writing for students in kindergarten through second grade. Using curriculum-based measurement of written expression for beginning writers, teachers can measure growth of smaller increments of writing skill development (i.e., number of words written in a given time or using correctly sequenced letters or words) and may use this method repeatedly across the school year to show growth and identify weakness in students’ early writing skills.
TL;DR: In this paper, a strategy for teachers to use with students with challenging behaviors motivated by a desire to escape a setting is presented, as well as methods for systematic use, monitoring, and fidelity checks.
Abstract: This column presents a strategy for teachers to use with students with challenging behaviors motivated by a desire to escape a setting. Although many detailed strategies are available for students with behavior problems, few provide a structured approach for working with the students motivated by escape or avoidance. To effectively intervene with different types of students it is important to have strategies tailored to their needs. This article presents steps to follow to execute this strategy as well as methods for systematic use, monitoring, and fidelity checks.
TL;DR: The response-to-intervention (RTI) and multitiered-systems-of-support (MTSS) approaches for delivering research-based interventions to struggling learners provide educators with the structural frameworks necessary for planning tiered interventions to address skill deficits as mentioned in this paper.
Abstract: Students with learning disabilities often struggle with math fact fluency and require specialized interventions to recall basic facts. Deficits in math fact fluency can result in later difficulties when learning higher-level mathematical computation, concepts, and problem solving. The response-to-intervention (RTI) and multitiered-systems-of-support (MTSS) approaches for delivering research-based interventions to struggling learners provide educators with the structural frameworks necessary for planning tiered interventions to address skill deficits. Some schools have been implementing RTI/MTSS for years, while others have recently started using these frameworks. Regardless of the number of years delivering tiered interventions, educators benefit from learning about additional interventions they can implement for students requiring tertiary supports (i.e., Tier 3). This article provides readers with a detailed explanation of a Tier 3 multiplication fact fluency intervention that involves the use of high-p...
TL;DR: In this article, the authors provide evidence-based strategies to reduce or prevent academic procrastination in secondary teachers in their classrooms, and a framework encompassing these strategies and modifications for different learner types, the three-tier anti-procrastination (T-TAP) model, is presented.
Abstract: Academic procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent academic procrastination in their classrooms. Given that reducing academic procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered strategies related to assignment and course design as well as student-administered strategies related to self-management and its variations. In conclusion, a framework encompassing these strategies and modifications for different learner types, the three-tier anti-procrastination (T-TAP) model, is presented.
TL;DR: The authors examines a case out of the U.S. Court of Appeals for the Third Circuit: Ridley School District v. M.R and J.R. ex rel. (2012).
Abstract: This article examines a case out of the U.S. Court of Appeals for the Third Circuit: Ridley School District v. M.R and J.R. ex rel. E.R. (2012). The case is the first circuit court case in which th...
TL;DR: In this article, a research-based approach to teaching students with ASD to comprehend expository text in the context of standards-based instruction is described, and a description of the characteristics of ASD that influence text comprehension is given.
Abstract: Students with autism spectrum disorder (ASD) represent an increasing number of learners in general education classrooms. While reading comprehension instruction has received growing attention, learners with ASD continue to experience poor academic outcomes. This article describes a research-based approach to teaching students with ASD to comprehend expository text in the context of standards-based instruction. Included is a description of the characteristics of ASD that influence expository text comprehension.
TL;DR: Sugai et al. as mentioned in this paper established the Center for Behavioral Educational and Research (www.cber.org) to improve students' academic and social behavior outcomes by studying and disseminating effective educational interventions.
Abstract: George Sugai is the Carole J. Neag Endowed Chair in Behavior Disorders in the Neag School of Education at the University of Connecticut. He previously served on the faculty at the University of Oregon and the University of Kentucky. At Connecticut, Dr. Sugai and colleagues established the Center for Behavioral Educational and Research (www.cber.org) to improve students’ academic and social behavior outcomes by studying and disseminating effective educational interventions.
TL;DR: This article found that academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior and that effective interventions for managing these behaviors must be found to improve academic expectations.
Abstract: Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must i...