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…

Students with emotional and behavioral disorders continue to challenge educators, and their progress in school has not been favorable. In my experience, we have failed to implement some of the most promising practices with this group of students. In this article, I discuss three approaches, positive supports, mentoring and relationship building,…

In this article, I outline thoughts regarding the complexities and possibilities of the next generation of reading intervention for students who do not benefit from typical instructional practices. I ground my recommendations in school-based research and observations conducted primarily in kindergarten through third grade and more recently in…

This article frames the past and future role of the parents of children with disabilities within the context of special education. We highlight their past aspirations: to organize nationally to assert that their children could learn, to codify into law their children's right to an education, and to foster trust-based parent--professional…

The related constructs of opportunity to learn (OTL) and achievement growth are fundamental aspects of the current large-scale assessment and accountability system in operation in the United States. For purposes of this article, OTL is defined as the degree to which a teacher dedicates instructional time and content coverage to the intended…

This essay describes major advances in educating students with severe disabilities. The authors propose that applied behavior analysis, the focus on functional life skills, and the promotion of academic content have been the major advances in the "how" and "what" of learning for this population. An increased focus on literacy,…

In this article, we respond to Wolery's critique of the What Works Clearinghouse (WWC) pilot "Standards," which were developed by the current authors. We do so to provide additional information and clarify some points previously summarized in this journal. We also respond to several concerns raised by Maggin, Briesch, and Chafouleas…

Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to…

This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we…

New teachers of students with significant disabilities are expected to use evidence-based practices that build academic and functional skills from their first day on the job. Yet, these teachers may struggle with applying information learned in their preservice coursework to their daily instructional practices. One widely accepted means of…

Most investigators using single-case experimental designs use interobserver agreement (IOA) checks to enhance the credibility of the collected data, and they report the results of those assessments using percentage of agreement estimates. An alternative is to graph both observers' records of the measured behavior on the primary study graphs. Such…

Paraprofessional utilization has steadily risen in an effort to meet the needs of students with disabilities in inclusion-oriented classrooms. To date, no widely accepted processes exist to assist schools in determining when the use of paraprofessional staff is warranted. Many schools have attempted to fill this void by developing local processes…

In spite of recent education reform and reorganization efforts requiring the use of research-based methods, the fundamental elements of an effective program for children and youth with emotional and behavioral disorders (EBD) have not been succinctly identified. This article presents the essential features of programs for students with EBD.…

This article asserts that the field of special education, historically founded on conceptions of disability originating within scientific, psychological, and medical frameworks, will benefit from acknowledging broader understandings of disability. Although well intended, traditional understandings of disability in special education have…

In this article, the authors discuss ways ecobehavioral assessment (EBA) has contributed to greater understanding of students' response to instructional intervention and its relationship to academic learning and achievement. EBA represents a proven effective way to conduct a contextual analysis of the instructional environments, teacher and…