Even with increased risks, many children demonstrate resiliency and avoid being labeled for special education; however, research on risk and resilience has been problematic because of inadequate statistical models, limitations of available data, and the exclusion of key protective factors. This study used a national sample to examine the influence…

Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the…

Although early reading instruction focuses on phonemic awareness and the alphabetic principle, research indicates that reading comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasi-experimental designs and included children between the ages of five and nine, some of whom had…

The authors conducted this study to decrease disruptive vocalizations in a 3rd-grade student with high-functioning autism across 3 general education classrooms. They used direct and indirect approaches of functional behavior assessment to determine the function of the disruptive behavior. Results indicated that the behavior was maintained by…

The purpose of this study was to determine whether the Fight-Free Schools violence prevention process had an effect on the frequency of aggressive acts of elementary school students. Participants included approximately 600 students ranging from Kindergarten to 5th grade in a suburban school in the Midwestern United States. Data were collected over…

In today's educational environment, schools struggle to meet the academic needs of every student. Many schools are challenged by the use of a response-to-intervention framework in which too many students need strong interventions. This article details a data-driven, decision-making response-to-intervention reading team model in which teachers,…

Processing speed plays an important role in numerous facets of life functioning. Language, academic achievement, and behavior are all associated with processing speed; however, researchers have yet to investigate the effect of interventions, particularly language-based interventions, on the processing speed and the behavioral functioning of…

The seemingly simple task associated with formal reading instruction may be problematic for many students with speech and language delays who often enter school with meager literacy experiences (B. K. Gunn, D. C. Simmons, & E. J. Kame'enui, 1999). However, the challenges that students face may be reduced when reading instruction includes…

In this article, the authors present an overview of a Web-based electronic system for behavioral-progress monitoring. Behavioral-progress monitoring is necessary to evaluate responsiveness to behavioral interventions, the effects of positive behavioral support, and the attainment of individualized education program goals and objectives. The…

The authors recommend a reading tutoring lesson framework, in a checklist format, to guide volunteer tutors during tutoring sessions for children in elementary grades 1-3. The reading tutor checklist is intended to be used by literacy coaches, reading specialists, and classroom teachers to train literacy volunteers in schools. The checklist…

Effects of a student with severe emotional/behavioral disorders (SEBD) graphing her own performance data on rate of correct words read per minute were evaluated using a withdrawal of treatment case study design. The student recorded her daily performance using a desktop computer and standard spreadsheet software that automatically graphed each…