The evidence for providing sufficient opportunities for students to respond has been established in terms of student engagement and achievement in reading and mathematics. Although supported by research, the question remains whether teachers are incorporating this effective practice in their classroom instruction. This study examines the analysis…

Common approaches to inclusive education (e.g., co-teaching or team teaching) are based in part on an assumption that when more than one adult or professional are present in a classroom, rates of effective instructional practices and appropriate (i.e., positive) feedback can improve for students who need them most. In this preliminary study, the…

Teacher behaviors such as providing frequent opportunities to respond and feedback are known to promote student engagement. In addition, contextual variables such as grade-level and instructional grouping may affect engagement. However, less is known about teacher behavior in these instructional contexts. This study aimed to examine active…

Students with moderate and severe intellectual disability require intensive instruction to develop academic skills. A majority of instruction for these students takes place in self-contained classrooms. Unfortunately, there are little data describing common instructional practices within these classrooms. This pilot investigation aimed to explore…

This study examined the effect of using a remote device, a Clicker, on the on-task behavior of middle school students with behavior problems. Five students with behavior problems participated in the study. A single-subject research design with ABAB (phase A: baseline 1, phase B: intervention 1, phase A: baseline 2, phase B: intervention 2) phases…

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…

The successful implementation of school-based behavioral interventions requires school personnel to be competent with program content and procedures. An unfortunate trend within school-based behavioral intervention research is that the core intervention components and implementation features are often not fully described. Without clear…

Effective instruction is a critical predictor of student achievement. As students with exceptionalities such as emotional and behavioral disorders and learning disabilities, who typically struggle with academic achievement, spend increasing amounts of general education settings, the need for precise instructional behaviors becomes more imperative.…

This study compared the reading gains of Kindergarten students who were at risk for reading failure who were taught with either a structured supplemental reading program or with teacher-designed or teacher-selected instruction. The authors used a quasi-experimental design with preexisting groups to examine changes from pretest to posttest.…

This exploratory qualitative study aimed to examine the perspectives of teachers and parents of Chinese American students with disabilities regarding home-school communication in the special education field. The author recruited 2 parents and 2 teachers for this study. Different sources of data including observations, interviews, documentations,…

School attendance is a rising issue in public schools. Students regularly absent from school can end up involved in destructive behaviors and dropout of school. Family characteristics are strong determining factors in students' school attendance. This presents the question, "Can family involvement improve public school students'…

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…

The authors report findings of a best-evidence synthesis of the effects of mathematics instruction on the mathematics skills of students with emotional and behavioral disorders. The goal of the synthesis was to extend previous research by (a) detailing independent variables, instructional components, and outcome measures for each study; (b)…

This study examined characteristics and biopsychosocial predictors of nonsuicidal self-injury in a sample (N = 753) of youth in residential care admitted between 2005 and 2010. To model the data, the authors used t-tests, chi-square tests, and multiple logistic regressions stratified by gender. Results suggested that 12% of youth engaged in…

The student population across U.S. schools has become increasingly diverse and has presented educators with a number of concerns in assisting students demonstrating challenging behaviors. Educators have historically had difficulties in distinguishing between cultural differences and genuine indicators of emotional and behavioral disorders. It is…