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Showing all 7 results
Direct linkNelson, J. Ron; Oliver, Regina M.; Hebert, Michael A.; Bohaty, Janet – Remedial and Special Education, 2015
Multi-tiered system of supports represents one of the most significant advancements in improving the outcomes of students for whom typical instruction is not effective. While many practices need to be in place to make multi-tiered systems of support effective, accurate implementation of evidence-based practices by individuals at all tiers is…
Descriptors: Fidelity, Intervention, Self Management, Check Lists
Vadasy, Patricia F.; Nelson, J. Ron; Sanders, Elizabeth A. – Remedial and Special Education, 2013
This study examines the longer term effectiveness of a standard protocol, Tier 2 supplemental vocabulary intervention for kindergarten English learners, designed to develop root word vocabulary knowledge and reinforce beginning word reading skills. Participating students in the original study ("n" = 93 treatment, 92 control) received 20 weeks of…
Descriptors: Intervention, Vocabulary Skills, Instructional Effectiveness, Reading Skills
Benner, Gregory J.; Nelson, J. Ron; Stage, Scott A.; Ralston, Nicole C. – Remedial and Special Education, 2011
The purpose of this study is to examine the extent to which two specific elements of fidelity of implementation (i.e., adherence and quality of delivery) enhanced or constrained the effects of a reading intervention for middle school students experiencing reading difficulties. A total of 281 middle school students with reading difficulties…
Descriptors: Middle School Students, Reading Difficulties, Comprehension, Middle Schools
Peer reviewedMooney, Paul; Epstein, Michael H.; Reid, Robert; Nelson, J. Ron – Remedial and Special Education, 2003
This article reviewed 55 studies to examine trends in interventions to improve the academic functioning of students with emotional disturbance. Results of descriptive analysis indicated: lack of demographic information; settings usually special education classrooms; predominantly single-subject designs; lack of treatment fidelity data; lack of…
Descriptors: Academic Achievement, Elementary Secondary Education, Emotional Disturbances, Intervention
Peer reviewedReid, Robert; Nelson, J. Ron – Remedial and Special Education, 2002
Fourteen studies were reviewed to examine the utility, acceptability, and practicality of functional behavioral assessment (FBA) conducted with students with high-incidence behavior problems in school settings. Results indicate FBA was effective, that FBA could be performed in typical school environments, and that FBA produced socially valid…
Descriptors: Behavior Change, Behavior Disorders, Behavior Modification, Behavior Problems
Peer reviewedNelson, J. Ron; And Others – Remedial and Special Education, 1995
Systematic implementation of a peer-mediated self-evaluation procedure to improve the recess behavior problems of three second-grade boys was evaluated. Clear improvements in the boys' behavior were found, which were maintained as the self-evaluation procedure was systematically faded. In addition, treatment effects generalized to another recess…
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Generalization
A Statewide Survey of Special Education Administrators Regarding Mandated Prereferral Interventions.
Peer reviewedNelson, J. Ron; And Others – Remedial and Special Education (RASE), 1992
Special education administrators (n=36) in Utah were surveyed concerning use of prereferral intervention with students having learning difficulties. Administrators were uncertain whether the approaches maintained students in general education. They did believe, however, that the process is followed by teachers and results in fewer referrals for…
Descriptors: Administrator Attitudes, Classroom Techniques, Early Intervention, Elementary Secondary Education
