Special Education

This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students. 

The present article discusses a theory of tolerance and seeks to identify the critical problems associated with the position taken in the NAS report and subsequent reform initiatives. Specifically, it is argued that brute force attempts to absorb, current special education functions into regular classrooms will necessarily fail. 

The United States Supreme Court's recent inaugural decision involving the scope of the Education for All Handicapped Children Act of 1975, 1 Board of Education v. Rowley, 2 wherein the Court ruled that the Westchester County public school district is not required to provide a deaf student with a sign language interpreter in the classroom, represents an extraordinary example of judicial usurpation of the legislative function.

This book brings together 70 top researchers and scholars in the field to address the major foundational, assessment, characteristics, intervention, and methodological issues facing the field of emotional and behavioral disorders (EBD) of children and adolescents

The purpose of this chapter is to articulate those best practices that have been identified to increase the effectiveness of pre-referral teams.

This document is an analysis of the most recent developments in some states that are implementing standards-based IEPs.

This book is an analysis of important conceptual and practical issues that face special education professionals.

Examined the effect of social skills intervention on the frequency of positive peer interaction (PI) in 4 moderately hearing-impaired preschool children (aged 5.5 yrs to 5.10 yrs).

The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA.

A program of research related to school-based models for urban children's mental health is described, with a particular focus on improving access to services, promoting children's functioning, and providing for program sustainability.

The authors describe three forms of functional assessment used in applied behavior analysis and explain three potential reasons why OBM has not yet adopted the use of such techniques.

This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.

The advantages and challenges associated with these designs for use in special education eligibility decisions are discussed as models for child evaluation in schools.

Key points of analysis and recommendations for RTI technical adequacy standards are addressed, and a case study is used to illustrate technical checks. The authors conclude with a discussion of how RTI technical adequacy may be simplified.

This research finds starting school later is associated with reduced suspensions and higher course grades. These studies suggest disadvantaged students may especially benefit from delayed starting times.

The Individuals with Disabilities Education Improvement Act of 2004 made important amendments to the federal special education law regarding the identification of students with learning disabilities. The book grounds RtI in law and policy predating IDEA 2004 in addition to walking the reader through the array of implementation issues.

The purpose of this study was to examine the effects of an early intervention strategy, First Step to Success, involving (a) teacher-directed and (b) a combination of teacher- and parent-directed strategies on the behaviors of elementary school children at risk for antisocial behavior. 

This book examines research on the problem of student dropouts and standardized and high stakes testing. Information comes from papers presented at a 2000 workshop in which experts offered their diverse perspectives and technical expertise.

Six issues presented in this presentation are (1) The definitional issue (2) The effectiveness issue (3) The domain issue (4) The measurement issue (5) The professional development issue (6) The system issue

explore going beyond defining learning disability as a discrepancy between achievement and ability, to a broader view of learning disability based on dynamic assessment—failure to respond over time to validated intervention protocols—and consideration of multiple developmental domains, not just a single index influencing expected level of achievement 

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions in different situations. 

The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research.

Explains how meta-analysis can be used to estimate the effectiveness of various teaching strategies in special education and related services. 

Focus groups with teachers of students with learning disabilities (n = 30) and teachers of students with emotional/behavior disorders (n = 19) were conducted to examine the the teachers’ perspectives about educational research and the extent to which they found research findings to be useful.

Focus groups with teachers of students with learning disabilities (n= 30) and teachers of students with emotional/behavior disorders (n= 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful.

This study is a meta-analysis of the research on the impact of comprehensive school reform (CSR) on student achievement. The research summarizes the specific effects of 29 widely implemented models.

The purpose of this study was to examine the effectiveness of enhanced anchor-instruction and traditional problem instruction in improving problem-solving performance. 

This paper discuss ClasWide Peer Tutoring as an effective strategy for Student with Emotional and Behavioral Disorder

In this study, the note-taking skills of middle school students with LD were compared to peers with average and high achievement. The results indicate differences in the number and type of notes recorded between students with LD and their peers and differences in test performance of lecture content.

The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities.

This article provides a brief description of the conclusions of the LD Initiative and the impact these conclusions have had, and overview of the new regulations regarding response to intervention and the identification of children with SLD, and information about current technical-assistance activities.

The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of School-Wide Positive Behavioral Interventions and Supports.

An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors’ studies as credible and trustworthy are listed and defined

This book provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. 

This study examines the effect of using preprinted response cards on academic responding, opportunities to respond, and correct academic responses of students with mild intellectual disability.

This chapter provides insights to the questions posed regarding implementation and ongoing practice of RTI, both at the state and local levels.

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

This article (a)provide a definition of the evolving applied science of positive behavior support (PBS); (b)describe the background sources from which PBS has emerged; (c)give an overview of the critical features that, collectively, differentiate PBS from other approaches; and (d) articulate a vision for the future of PBS.

This child-effects concept was explored empirically in a study involving 12 adults who were asked to teach four pairs of children in which one member of the pair exhibited problem behavior and the other typically did not.

This article discusses culturally responsive classrooms for Culturally and linguistically diverse (CLD) students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda

This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.

This document is one of a series of reports based on the Special Education Expenditure Project, a study of the nation's spending on special education and related services based on analysis of data for the 1999-2000 school year.

Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative, practical, and grounded in research.

At this manual level of analysis, practitioners may choose from a variety of specific treatment programs that have demonstrated their efficacy in research trials.

This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms

Argues that learning disabled (LD) children in reading, writing, and spelling are inadequately distinguishable from low-achieving children, based on behavioral evidence, achievement batteries, or tests of organic functioning.

In this 26th volume of Advances in Learning and Behavioral Disabilities we address one of the most important educational reforms of recent years evidence-based practices (EBPs).

An analysis of national and state placement patterns of students with serious emotional disturbance (SED) between 1988 and 1991 is reported. Relationships among state rates of placement across placement options and several economic and demographic variables also are examined.

The purpose of this study was to investigate gender and ethnicity disproportionality among students identified as having emotional disturbance (ED) and relationships between identification and sociodemographic factors.

The present interpretation of construct validity is not “official” and deals with some areas where the Committee would probably not be unanimous. The present writers are solely responsible for this attempt to explain the concept and elaborate its implications.

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice.

In this article the authors examine some design principles to guide policy-makers and school reformers who seek to promote learner-centred professional development which involves teachers as active and reflective participants in the change process.

Analysis of the problems, theory, and design of sampling techniques for social scientists, industrial managers, and others who find statistics increasingly important in their work. Only college algebra assumed. Illustrated with dozens of actual large-scale surveys in government and industry. "The 'bible' of sampling statisticians."

The monograph presents 15 papers on the provision of special education services within the regular classroom.

special education as a problem solving the nature of mild handicaps person-centered versus situation-centered problems. 

The purpose of this article is to describe what RTI is and what is not. This article also considers the evidence base for RTI and discusses the implications for practitioners. 

The author's objective is to assess treatment effectiveness for problem behaviours of individuals who have mental retardation.

This study investigated the effects of self-graphing on improving the reactivity of self-monitoring procedures for two students with learning disabilities.

This volume of the Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act includes a number of modules reporting on the results of the National Assessment, as stipulated in Section 674(b)(4)(B) of the IDEA Amendments of 1997. 

The articles in this special issue suggest that a focus upon specific educational practices has far mor e potential for advancing the field o f special (and general) education than an emphasis upon philosophies, metatheories, theories, or psychological schools that we will refer to as ideologies.

This book discusses findings and recommendations of the Committee on Minority Representation in Special Education of the National Research Council. 

Demonstrates the use of functional assessment procedures to identify the appropriate use of the Picture Exchange Communication system as part of a behavior support plan to resolve serious problems exhibited by a 3 yr old boy with autism and pervasive developmental disorder. 

This article presents the legal requirements of the IDEA amendments regarding ISPs, FBAs, and BIPs for special education students with problem behavior, (b) describe the initial policy letters, and (c) discuss the implications of the law for school psychologists and other members of IEP teams. 

The authors concluded that early intensive behavioral intervention was associated with large to moderate improvements in IQ (intelligence quotient) and adaptive behavior in children with autism compared to no intervention or eclectic treatment.

Could there be a behavioral vaccine, nearly as simple as antiseptic handwashing, which might significantly reduce the mortality and morbidity of multiproblem behavior? Yes, there could be. This paper details what one might be and how it might become as common as a doctor or nurse washing hands with an antiseptic solution

This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.

Fifth-grade students with and without mild disabilities participated in an eight-week project-based, technology-supported investigation about the 19th century westward expansion in the United States. A narrative framework was used to organize and support students' understanding of the experiences of three emigrant groups.

The purpose of this Brief is to define the variables a state or large district leadership team may wish to consider as they determine if they are “ready” to invest in the scaling-up of innovation in education.

The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article.

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed. The authors identify serious psychometric problems that affect the reliability of models based on aptitude-achievement discrepancies and low achievement.

This paper reviews research on the classification of students with learning disability (LD). It first examines the evolution of LD definitions and the evidence for three components of LD classification: discrepancy, heterogeneity, and exclusion.

Examined the validity of distinguishing children with reading disabilities according to discrepancy and low-achievement definitions by obtaining 4 assessments of expected reading achievement and 2 assessments of actual reading achievement for 199 children (aged 7.5–9.5 yrs).

The authors replicated K. E. Stanovich and L. Siegel (regression-based logic to the reading-level-match design approach, but contrasted it with statistical matches using W scores, which are Rasch-scaled decoding scores based on a common metric regardless of age or grade. 

Use of early detection and ongoing assessment of response as a basis for more focused intervention is described. Primary and secondary prevention issues also are discussed in relation to this approach.

This study examined individual growth curves were used to test whether the development of children with reading disabilities is best characterized by models of developmental lag or developmental deficit.

This paper summarize basic research on response effort and explore the role of effort in diverse applied areas including deceleration of aberrant behavior, attention deficit hyperactivity disorder, oral habits, health care appointment keeping, littering, indexes of functional disability, and problem-solving.

CASL's general goal is to identify instructional practices that accelerate the learning of K-3 children with disabilities. A specific goal is to identify and understand the nature of nonresponsiveness to generally effective instruction. 

In this article, we explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification.

The purpose of this study was to implement and validate a process for readying students to transition successfully from special education resource rooms to regular classrooms for math instruction. 

This paper reports the results of a study that investigated the reading differences between students who were low achieving, both with and without the label of learning disabilities (LD).

The authors describe both types of responsiveness-to-intervention (RTI), "problem solving" and "standard-protocol" then  review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with Learning Disabilities

The authors describe both types of RTI, review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with LD.

 In this article, the author uses examples in the literature to explore conceptual and technical issues associated with options for specifying three assessment components. 

Discusses treatment validity as a unifying concept for reconceptualizing the identification of learning disabilities. The authors present a rationale for this alternative framework, use one well-developed classroom assessment method to illustrate the technical requirements of this alternative eligibility process, and discuss the feasibility issues this approach presents.

This commentary offers such a framework and then they consider how the articles constituting this special issue address the various questions posed in the framework. 

To implement RTI for prevention and identification, schools must make decisions about six components that constitute the process. The authors recommendation is that schools employ three tiers, with only one tier separating general and special education.

This article reviews an inductive assessment model for building instructional programs that satisfy the requirement that satisfy the requirement that special education be planned to address an individual student's need. 

Examined the role of skills analysis (SA) in curriculum-based measurement (CBM) for the purpose of developing more effective instructional (mathematics) programs. 30 special education teachers implemented 1 of 3 treatments for 15 wks with a total of 91 mildly and moderately handicapped pupils. 

This chapter describes some of the critical conceptual issues related to intervention implementation, and provides a selected review of the research regarding the assessment and assurance of intervention implementation.

A model of special education is presented in this article based on the use of a direct and repeated measurement and evaluation system for developing effective educational programs. 

Despite a significant drop in the use of corporal punishment in schools, a recent study finds corporal punishment is currently legal in 19 states and over 160,000 children are subject to corporal punishment in schools each year. This policy report examines the prevalence and geographic dispersion of corporal punishment in U.S. public schools. The research finds corporal punishment is disproportionately applied to children who are Black, to boys and children with disabilities. Black students experienced corporal punishment at twice the rate of white students, 10 percent versus 5 percent. This report summarizes sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discusses the future of school corporal punishment in state and federal policy.

This article discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs.

This study compared two approaches for teaching a history unit on the Civil Rights Movement (1954–1965) to middle school students with learning disabilities (LD) in general education settings.

This article reviews key findings from school-reform studies of the 1980s and explains their relevance to special education. It also highlights significant findings from more recent studies that help elucidate and flesh out the earlier findings. 

This article presents quality indicators for experimental and quasi-experimental studies for special education.

These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

The authors fit multilevel logistic regression models to a large state administrative dataset in order to examine (1) if the percentage of SWDs a teacher instructs was associated with turnover, (2) if this association varied by student disability, and (3) how these associations were moderated by special education certification.

This meta-analysis examines 23 studies for student access to curriculum by assessing the gap in reading achievement between general education peers and students with disabilities (SWD). The study finds that SWDs performed more than three years below peers. The study looks at the implications for changing this pictures and why current policies and practices are not achieving the desired results.

The goal of this paper was to document and analyze the research on the connection between teachers' preparation to teach special education students, their instructional practices once in the classroom, and their students' eventual learning achievement 

This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State, where almost 4,000 more STEM and special education teachers have left the profession than have been produced by in-state teacher training institutions over the past 25 years. 

The purpose of this study was to investigate the impact that a self-contained Least Restrictive Environment (LRE) with a reduced adult to student ratio would have on the frequency of SED students’ on-task behavior and overall lesson engagement throughout the school day. 

The report examines the effect of state funding systems and high stakes testing on special
education enrollment. 

This executive summary discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.

Resistance to intervention is a function of a number of factors including the severity, chronicity, generalization, and tolerance of the behavior, as well as the strength, acceptability, and effectiveness of interventions. These factors are discussed, and implications for referral, assessment, intervention, and classification are presented. 

This paper discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.

Response to intervention is defined and described along with methods and procedures for quantifying whether or not a student shows an adequate or inadequate response to an evidence-based intervention implemented with integrity. 

The purpose of this chapter is to present the evolution of the response to intervention (RTI) concept and discuss how that concept can be and is being used to provide more effective services to children and youth with both academic and social/behavioral difficulties

This column suggests an intervention continuum to be used that extends beyond the current model, providing a matrix that aligns social-emotional or behavioral skills with specific interventions shown to be effective for students who fall under other disability labels.

The authors reviewed three learning disabilities journals between 1995-1999 to determine what percent of the intervention studies reported measures of treatment integrity. Only 18.5% reported treatment integrity measures.

This paper examines general education literature reviews for the past decade and the special education literature related to: (a) the school and classroom conditions under which new special education teachers must perform and (b) induction for special education teachers.

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD.

This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:

This paper examined the extent to which alternative stimuli that have been identified through a choice assessment would substitute for attention (the functional analysis–based reinforcer) in a noncontingent reinforcement procedure. 

This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA

This book gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in-depth how to replicate the method

to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types when implemented with students with ADHD in classroom settings.

This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices.

Used a direct observation-based approach to identify behavioral conditions in sending (i.e., special education) and in receiving (i.e., regular education) classrooms and to identify targets for intervention that might facilitate mainstreaming of behavior-disordered (BD) children.

This Issue Paper presents a brief review of the legal and policy foundations and best professional practices for inclusive services. It also provides a discussion of key components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels. 

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately

Conducted a meta-analysis of 58 studies (1960–1984) on the early prediction of learning problems that reported correlations between measures administered in kindergarten or 1st-grade and reading achievement later in elementary school.

This article allows readers to determine if a specific study is a credible example of single-subject research and if a specific practice or procedure has been validated as “evidence-based” via single-subject research.

This report presents final 1999 data on U.S. deaths and death rates according to demographic and medical characteristics. Trends and patterns in general mortality, life expectancy, and infant and maternal mortality are also described.

This article examines universal screening, one component in a response to intervention approach for serving struggling learners.

Previous studies have demonstrated the short-term efficacy of pharmacotherapy and behavior therapy for attention-deficit/hyperactivity disorder (ADHD), but no longer-term (ie, >4 months) investigations have compared these 2 treatments or their combination. 

An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction.

The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students.

This study sought to determine whether or not student teachers who were trained and required to use a data-based problem-solving approach in their practicum classrooms would obtain higher levels of pupil achievement in reading and mathematics than student teachers who did not receive the training.

Current calls to close the achievement gap between students with disabilities and those without not only ignore reality but, argues M<r. Kauffman, also poses a real threat to special education students and their teachers. 

Although paralleling the regular education system, the promotion of an assortment of different procedures and techniques has caused special education to face continually a fundamental question: is it effective? the purpose of this chapter is to explore that question

This paper reviews issues surrounding the use of discrepancy in identifying learning disability

The nature of effective instruction for students with specific learning disability is explored.

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.

The Good Behavior Game (GBG), a method of classroom behavior management used by teachers, tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. This article reports on impact to age 19–21.

In this article, we describe analyses of assessment-based curricular modifications designed to improve the classroom behavior of elementary school students with emotional and behavioral disorders.

This research assessed whether students with severe autistic disabilities could learn to use a self-management treatment package to reduce their stereotypic behavior within a multiple baselines across subjects design with withdrawals.

In 1990, the Commonwealth of Pennsylvania implemented a statewide instructional support team (IST) process to provide prereferral assessment and intervention for at-risk students in 500 school districts. The current study examined the academic performance of students affected by this process as contrasted with other at-risk students who did not have access to it.

This chapter provides an overview of some of the conceptual and foundation features of RTI.

The objective of this research is to conduct a controlled group outcome investigation of the efficacy of cognitive-behavioral treatment for school phobia.

The report is an overview of the key components of inclusive assessment and accountability and highlights how they fit together to form a cohesive whole.

This chapter will review the issues and effects of externally managed behavioral procedures applied to the reduction of undesirable behavior of regular or mildly handicapped children in school settings. 

Sixteenth census of United States: 1940; Vital statistics rates in the United States, 1940-1960

in this article, the author describes the policies of precision teaching. 

The United States has committed to improving the lives of students with disabilities for over 40 years. Since the advent of Federal Law PL 94-142 in 1975 that mandated a free and appropriate education for all students regardless of ability and six reauthorizations of legislation, the federal government has emphasized the need to prepare students with disabilities for post-secondary education, careers, and independent living. The federal investment in funding special education services exceeds $15 Billion annually. It is reasonable to ask, are student with disabilities substantially benefiting from these efforts? The National Longitudinal Transition Study (NLTS) provides the most recent data on youth with disabilities and efforts to address their needs. The study used surveys in 2012 and 2013 on a nationally representative set of nearly 13,000 students. The student included were mostly those with an individualized education program (IEP) and expected to receive special education services. The data reveal participation in key transition activities by youth with an IEP and their parents have declined, although they are just as likely to have gone to an IEP meeting. The findings from this report suggest a closer examination of current practices is warranted with a focus on achieving the stated outcomes the laws were designed to remedy.

The authors investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education classroom.

This article reports the results of behavior modification treatment for two groups of similarly constituted, young autistic children. 

This article considers possible reasons that research knowledge is not used more extensively in special education practice and suggests issues to be addressed in solving this problem. 

This study presents such an approach where the impact of regular and special education on 11 mildly handicapped children is studied by analyzing their slope of improvement on weekly curriculum-based measures (CBM) reading scores.

Leadership: The Key Concepts is an indispensable and authoritative guide to the most crucial ideas, concepts and debates surrounding the study and exercise of leadership

Self-Regulated Strategy Development (SRSD) is an intervention designed to improve students’ academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities. Based on evidence from single-case design studies, SRSD had potentially positive effects on writing achievement for students with a specific learning disability.

In this brief, we discuss the challenges of using value-added to evaluate teachers of students with disabilities.

We examined the effect of a teaching method on skill fluency and on-task endurance of a 9-year-old boy who had been diagnosed with attention deficit hyperactivity disorder.

This book highlights the fact that the sharp distinctions often drawn in the literature between efficacy and effectiveness can be misleading. “Efficacy” refers to whether a particular CBT has been found to “work” by means of experimental procedures. This book represents an important effort in narrowing the gap between research and practice.

This article provides an analysis of factors influencing the supply of and demand for special education teachers

This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented. 

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/BD) were evaluated in two separate studies. 

In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston’s 1989 review

This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics.

The purpose of this paper is to review studies that have used instructional variables as nonaversive interventionsfor problem behaviors.

A comprehensive report mandated by the US Congress on the state of the science of prevention recommends a stricter definition of the term prevention; summarizes specific preventive intervention research programs across the life span; and specifies funding, personnel, and coordination priorities to build a national prevention research infrastructure

The Workgroup reviewed the NIMH research portfolio that extends from academic research settings to large, State-wide service systems, to the moving target of “front-line” clinical care. The review made vividly clear the need for mutually enriching interaction between research and both practice and service systems. 

The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). 

This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline.

The purpose of this study was to examine the strength of scientific evidence from single-subject research underlying the Division of Early Childhood (DEC) Recommended Practices.

This article sets the context for the development of research quality indicators and guidelines
for evidence of effective practices provided by different methodologies.

Research on students with serious emotional disturbances (SED) suggests that these children are significantly underidentified. National special education data bear out this conclusion to a large extent.

The purpose of this paper is to provide a brief overview of historical trends in the funding of special education programs, to discuss current issues, and to consider alternative directions for the future

This research evaluated procedures for training supervisors in a residential setting to provide feedback
for maintaining direct‐service staff members' teaching skills with people who have severe disabilities.

This enlightening book contains papers (presented as chapters) commissioned from nationally recognized scholars, which examine topics related to ethics, culture, science, and philosophy that have a direct bearing on the future of special education.

The purpose of the current investigation was to assess the relationship between the integrity with which social skills interventions were implemented in early childhood special education classrooms and 3 factors: teacher ratings of intervention acceptability, consultative support for implementation, and individual child outcomes.

This article identify five areas that subsume the major activities of problem solving or non categorical service delivery. They are (1) assessment for interventions (2) support for interventions  (3) parent involvement (4) problem solving collaboration (5) resources for students as a part of general education.

Presents an analysis and critique of current school psychological services that emphasize unresolved dilemmas in the current system, which are interpreted as establishing the basis for special education reform.

Four primary issues are covered: the role of different measurement models in disparities of LD children serviced across states, types of students served as LD but not actually LD, components of severe discrepancies between aptitude and achievement, and state of the art in evaluating LD students.

The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students

Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities. 

In this paper, it is argued that Critical Planning Theory is inadequate as a planning theory. 

This study investigated the effectiveness and efficiency of a 4-second time delay instructional package and language of instruction with regard to the percentage correct of English sight words and incidental information by 4 Puerto Rican middle school students with mental retardation.

This study examines all 50 states' and the District of Columbia's requirements regarding the science of reading for elementary and special education teacher candidates.

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

In an experimental assessment of a choral responding procedure for increasing children's response to teacher commands, decreased levels of off-task behavior, as well as increased levels of correct responding, resulted from the procedures for three handicapped preschool children during large group instruction.

This study examined the effects of a self-evaluation treatment package on the independent work skills of preschool children with disabilities. 

The authors conducted descriptive and experimental analyses of aberrant behavior in school settings with 2 children with autism, using teachers as assessors. Experimental functional analyses carried out by the investigators were followed by training teachers to conduct a descriptive analysis and a classroom experimental analysis. 

This paper evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. 

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type.

Curriculum-Based Measurement and Special Services for Children is a concise and convenient guide to CBM that demonstrates why it is a valuable assessment procedure, and how it can be effectively utilized by school professionals.

Curriculum-Based Measurement and Special Services for Children is a concise and convenient guide to CBM that demonstrates why it is a valuable assessment procedure, and how it can be effectively utilized by school professionals.

Developed specifically to overcome problems with traditional standardized instruments--and widely used in both general and special education settings throughout the US--curriculum-based measurement (CBM) comprises brief assessment probes of reading, spelling, written expression, and mathematics that serve both to quantify student performance and to bolster academic achievement.

The purpose of this chapter is to understand the reasons why categorical assessment and identification for students with severe achievement needs is indefensible. Then, to provide a viable alternative to expedite the assessment and decisionmaking process of educators when they are confronted with students with severe achievement needs

The authors evaluated an intervention package for increasing requesting opportunities in special education classrooms. This study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communication into the natural environment.

This study analyzed the magnitude of experimental intervention outcomes as a function of violations in internal and external validity for studies that included students with learning disabilities. 

Alternating treatments designs were used to compare on-task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat-work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed following every third problem. 

Comprehensively succinct and advanced in its scope, this widely adopted text addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities.

Compared two groups of children with anxiety disorders served at a single mental health clinic whose referral source differed: private referrals (i.e., parent/legal guardian initiated) and public referrals (e.g., via state contracts—Departments of Health and Education, juvenile justice system).

This article examine what science offers general and special educators who teach reading then review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well.

This study evaluated an alternative method of identifying early reading difficulty. L. S. Fuchs and D. Fuchs (1998) proposed that academic problems could be indexed by a dual discrepancy on level and slope of performance, relative to classmates, on curriculum-based measurement tasks. 

The purpose of this study was to examine academic responding and its associated instructional correlates for students in title I and non Title I school program

This investigation contributed to previous research by separating the effects of simply making instructional changes, not based on student performance data, from the effects of making instructional changes in accordance with CBM data.

The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.

A meta-analysis involving 46 studies addressing the validity of this classification of poor readers revealed substantial overlap between the IQ-discrepant and IQ-consistent poor readers

This presentation slide describes the important role of leadership in effective, efficient, and relevant PBIS implementation

The purpose of this article is to review the literature and examine the effect of increased opportunities to respond to academic requests (OTR) on academic and behavioral outcomes of students with emotional and behavioral disorders (EBD).

This study has 2 purposes: examine the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD.

The purpose of this study was to determine the extent to which a grow your own (GYO) program equitably increased special education teacher capacity in one Southern state's rural and non-rural school districts.

A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided.

This article summarizes a comprehensive synthesis of experimental intervention studies that have included students with learning disabilities

The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged.

A newly released multi-national meta-analysis examined the impact of including special education needs students (SEN) in classrooms with students without special needs.The meta-analysis concluded that attending inclusive classrooms is positively, though weakly, associated with the academic achievement of students without special needs.

We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students.

In this important book, one of the most exciting and promising developments in clinical psychology-behavior modification is applied to the treatment of the mentally retarded, particularly those whose behavior poses difficult problems for institutions.

This chapter presents the conceptual and operational underpinnings of a problem-solving special education system designed to improve educational results for students with disabilities. 

This chapter presents the conceptual and operational underpinnings of a problem-solving special education system designed to improve educational results for students with disabilities.

This chapter presents four sets of interrelated discussions. The rationale for and critical components underlying a problem-solving system; The concept of educational disability is clarified; Current and potential alternate processes of conferring educational disability status are considered; The implications of implementing a functional and noncategorical system are examined in relation to federal legal requirements.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction

This article layout two sets of findings: (1) what we know about the kind of instruction that weak readers need in kindergarten through second grade to prevent them from ever entering the downward spiral, and (2) what we know about the effectiveness of interventions that make use of this knowledge.

Sixty children with severe reading disabilities were randomly assigned to two instructional
programs that incorporated principles of effective instruction but differed in depth and extent
of instruction in phonemic awareness and phonemic decoding skills

This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS).

As students and educators go back to school across the country, and as Congress continues to debate how to fix the law commonly known as No Child Left Behind, the U.S. Department of Education announced today that states whose waivers from certain provisions of federal education law will expire at the end of the 2013-2014 school year will soon be able to request renewals of their reform plans, for up to two more years.

The Commission identified the six goals as the foundation for transforming mental health care in America. This report discusses each goal in-depth, showcasing model programs to illustrate the goal in practice and providing specific recommendations needed to transform the mental health system in America.

The text and graphics contained in the 26th Annual Report to Congress were developed primarily from data from the Office of Special Education Programs (OSEP) Data Analysis System (DANS). DANS is a repository for all the data mandated by the Individuals with Disabilities Education Act (IDEA) to be collected from states annually. 

In order to ensure the Department's “Equity in IDEA” or “significant disproportionality” regulations effectively address significant disproportionality, the Department proposes to postpone the compliance date by two years, from July 1, 2018, to July 1, 2020

The purpose of the conference was to engage a group of citizens in a thoughtful, meaningful dialogue about issues of prevention, identification, recognition, and referral of children with mental health needs to appropriate, evidence-based treatments or services. 

This article examines the impact of poor decision making in school psychology, with a focus on determining eligibility for special education. Effective decision making depends upon the selection and correct use of measures that yield reliable scores and valid conclusions, but traditional psychometric adequacy often comes up short. The author suggests specific ways in which school psychologists might overcome barriers to using effective assessment and intervention practices in schools in order to produce better results.

The purpose of this study was to examine the effects of implementation of a systematic
response to intervention (RTI) model on the identification and evaluation of children for
special education. 

This article describes efforts to examine the validity of a screening process that provides objective data for multidisciplinary team meetings where consideration is being given to teacher referral of a student for assessment and possible placement in special education. 

In this introduction to the special issue, a response-to-instruction approach to learning disabilities (LD) identification is discussed

To examine a response to treatment model as a means for identifying students with reading/learning disabilities, 45 second-grade students at risk for reading problems were provided daily supplemental reading instruction and assessed after 10 weeks to determine if they met a prior criteria for exit.

The authors argue against the use of psychometric assessment as the primary or sole vehicle for diagnosing specific reading disability and delivered some suggestions.

Reading impaired first graders were given daily tutoring as a "first cut" diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by experiential deficits. Reading achievement in most of these children was found to be within or above the average range after one semester of remediation. 

This article provides a description of the First Step to Success early intervention program for preventing development of antisocial behavior patterns among young, at-risk children. 

This kit presents the Systematic Screening for Behavior Disorders (SSBD) as a tool to identify behavior disorders in elementary-aged students. The kit contains a user's guide and administration manual, a technical manual reporting psychometric properties of the SSBD, an observer training manual, and multiple copies of the screening instruments.

This article overview the conceptual foundations and underlying principles of FBA and the methods and procedures associated with conducting FBAs in school settings. 

The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary school children with emotional and behavioral disorders (EBD) in a self-contained, urban classroom

In the present study data were collected on the quality of life and self-determination of 50 individuals with mental retardation, and data were analyzed, using discriminant function analysis and correlational analyses, to determine the contribution of self-determination to quality of life and examine the relationship between these constructs.

Studies of the effectiveness of Direct Instruction programs with special education students 
were examined in a meta-analysis comparison. To be included, the outcomes had to be 
compared with outcomes for some other treatment to which students were assigned prior to 
any interventions. Not one of 25 studies showed results favoring the comparison groups. 
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of 
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area. 

This book is a practical resource that educators from regular and special classrooms can use with children of any age who exhibit behavioral problems. 

Developed by the Office of Special Education and Rehabilitative Services (OSERS), this report presents current weaknesses in the education of students with learning problems (those having difficulties learning for any of a variety of reasons) and suggested strategies for correcting those weaknesses.

This paper assesses research on the topic of dyslexia. Willingham’s piece is in response to comments made by literacy researcher, Dick Allington, in which he questions the legitimacy of the label, dyslexia. 

This research monograph offers early childhood educators a foundational resource of information needed to develop inclusion practices.

This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students.

Two studies were conducted to examine the extent to which the category "learning disabilities" (LD) meets the major criterion for classification systems, specifically that the category demonstrates at least one universal and one specificfcharacteristic.