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Intervention in School and…15
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Baker, Joshua N.; Rivera, Christopher; Devine, Stephanie; Mason, Lee – Intervention in School and Clinic, 2019
This article provides six fundamental steps for using a task analysis to teach emergent literacy skills to young learners with autism spectrum disorder (ASD). Compared to general education peers, students with ASD score lower on reading measures and often have difficulty acquiring literacy skills via the instruction methods used in typical…
Descriptors: Emergent Literacy, Pervasive Developmental Disorders, Autism, Task Analysis
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Crawford, Lindy; Quebec Fuentes, Sarah; Huscroft-D'Angelo, Jacqueline; Higgins, Kristina N. – Intervention in School and Clinic, 2019
Meaningful inclusion of quantitative reasoning into mathematics instruction requires meaningful ways to evaluate it. Few formative assessments exist to evaluate the strategies students use when reasoning mathematically. The Framework for Evaluating Quantitative Reasoning Strategies presented in this article provides teachers with categories for…
Descriptors: Fractions, Mathematics Instruction, Mathematical Logic, Student Evaluation
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Diamond, Lindsay Lile – Intervention in School and Clinic, 2018
Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a…
Descriptors: Problem Solving, Early Childhood Education, Young Children, Disabilities
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Withey, Kristin L. – Intervention in School and Clinic, 2018
Social-emotional and behavioral skills are essential to school and life success. Some young children, though, demonstrate significant delays in these areas. While there is a current hierarchical model of behavioral interventions for young children, it is lacking explicit interventions to be implemented in the early childhood classroom. This column…
Descriptors: Intervention, Young Children, Emotional Disturbances, Behavior Disorders
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Withey, Kristin L. – Intervention in School and Clinic, 2017
Social skills are critical to later success in school and adult life. Typically, children build these through interaction with caregivers and peers. However, some students, especially those diagnosed with autism spectrum disorder (ASD), demonstrate delays in this domain and require additional interventions. While there are a number of…
Descriptors: Computer Oriented Programs, Interpersonal Competence, Pervasive Developmental Disorders, Autism
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Johnston, Susan S.; Nelson, Catherine – Intervention in School and Clinic, 2016
Children with autism spectrum disorder (ASD) may encounter difficulties in various aspects of play, including successful entrance into playgroups. This article describes the practical and applied use of an empirically validated strategy that uses graphic symbols to teach young children with ASD to request entrance into playgroups.
Descriptors: Autism, Pervasive Developmental Disorders, Play, Progress Monitoring
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Dombek, Jennifer L.; Al Otaiba, Stephanie – Intervention in School and Clinic, 2016
Assessment and instruction of reading tend to dominate current discussions of early literacy. Shifting the focus to writing, this article addresses the assessment of writing for students in kindergarten through second grade. Using curriculum-based measurement of written expression for beginning writers, teachers can measure growth of smaller…
Descriptors: Curriculum Based Assessment, Beginning Writing, Elementary Secondary Education, Early Childhood Education
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Cuticelli, Mari; Coyne, Michael D.; Ware, Sharon M.; Oldham, Ashley; Loftus Rattan, Susan – Intervention in School and Clinic, 2015
There is a growing need for the inclusion of direct, explicit vocabulary instruction in the early elementary grades. Young children are entering school with a wide range of early literacy experiences, including vocabulary knowledge. Those students who are limited in their vocabulary knowledge are at a greater risk for later language and reading…
Descriptors: Vocabulary Skills, Vocabulary Development, Kindergarten, Instructional Innovation
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Clarke, Ben; Doabler, Christian T.; Nelson, Nancy J.; Shanley, Caroline – Intervention in School and Clinic, 2015
This article provides an overview of effective instructional strategies and interventions for kindergarten and first-grade students at risk in mathematics. The article reviews instructional strategies and interventions within a multitier instructional model in order to provide a framework for teachers and schools looking to increase the…
Descriptors: Instructional Effectiveness, Mathematics Instruction, Elementary School Mathematics, Teaching Methods
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Maich, Kimberly; Belcher, E. Christina – Intervention in School and Clinic, 2012
Students with autism spectrum disorders (ASD) may exhibit behaviors that can negatively affect peer relationships. A process for raising awareness about this exceptionality to their peers can build a foundation for authentic inclusion in the classroom environment. This article suggests that deliberately planned interventions using picture books to…
Descriptors: Picture Books, Autism, Classroom Environment, Pervasive Developmental Disorders
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Leach, Debra; LaRocque, Michelle – Intervention in School and Clinic, 2011
Research and education law support the use of routines-based interventions for young children with disabilities in the children's natural environments. However, systematic training and practice can provide individuals with the strategies and skills that can enhance these interventions. This article provides guidance for implementing intervention…
Descriptors: Autism, Young Children, Parents, Interpersonal Competence
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Cahill, Susan M. – Intervention in School and Clinic, 2009
In today's environment of high-stakes testing, handwriting is a skill that is often overlooked in order to focus on other areas of the curriculum. However, research indicates that handwriting is tied to academic achievement, especially composition and literacy skills. This article provides strategies that can be used to support students with…
Descriptors: Handwriting, Academic Achievement, High Stakes Tests, Psychomotor Skills
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Schroeder, Jennifer L.; Johnson, Gail E. – Intervention in School and Clinic, 2009
Current estimates indicate that over 6 million children live with at least one parent who is a substance abuser or is substance dependent. Children who are exposed to drug and alcohol abuse are at a greater risk of experiencing academic and behavior difficulties. Additionally, several studies have shown that students with emotional and behavioral…
Descriptors: Prevention, Behavior Disorders, Emotional Disturbances, Academic Failure
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Johnston, Susan S.; McDonnell, Andrea P.; Hawken, Leanne S. – Intervention in School and Clinic, 2008
Emerging literacy has been defined as the "reading and writing knowledge and behavior of children who are not yet conventionally literate" (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as…
Descriptors: Disabilities, Young Children, Emergent Literacy, Reading Strategies
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Brandes, Joyce A.; Ormsbee, Christine K.; Haring, Kathryn A. – Intervention in School and Clinic, 2007
More than one million transitions between early intervention services and early childhood programs are facilitated annually for youngsters with special needs. To be successful, these transitions require planning and ongoing communication between all parties. This article substantiates the need for a timeline/checklist and provides a model of…
Descriptors: Early Childhood Education, Children, Early Intervention, Transitional Programs