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Direct linkGraham-Day, Kristall J.; Fishley, Katelyn M.; Konrad, Moira; Peters, Mary T.; Ressa, Virginia A. – Intervention in School and Clinic, 2014
With many states moving toward increased accountability for all teachers, special educators, who have long been held accountable through the implementation of individualized education programs and the use of evidence-based practices, have much to offer. Formative instructional practices are evidence-based techniques that are familiar to special…
Descriptors: State Standards, Educational Practices, Program Implementation, Formative Evaluation
Billingsley, Glenna M. – Intervention in School and Clinic, 2016
Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…
Descriptors: Classroom Techniques, Student Behavior, Intervention, Functional Behavioral Assessment
Gongola, Leah; Sweeney, Jennifer – Intervention in School and Clinic, 2012
Current special education law mandates that educators use scientifically based practices, and in addition, educators should deliver refined instruction for learners with disabilities. Applied behavior analysis, based on the premise of increasing socially significant behaviors, embodies many interventions that adhere to evidence-based teaching…
Descriptors: Evidence, Educational Research, Autism, Teaching Methods
Lang, Russell; Page, Sue – Intervention in School and Clinic, 2011
Professionals mostly agree that scientific research should guide practice in education. The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research-based practices in the "least restrictive environment." Because the least…
Descriptors: Scientific Research, Federal Legislation, Disabilities, Teacher Collaboration
Herner-Patnode, Leah – Intervention in School and Clinic, 2009
Professional development can take many forms. The most effective development includes individual educators in the formation and planning process. Educator study groups are one form of professional development that allows major stakeholders in the education process the autonomy to develop individual and group goals. This often translates into an…
Descriptors: Inclusive Schools, Reading Ability, Professional Development, Educational Improvement
Lenz, B. Keith – Intervention in School and Clinic, 2006
In this article, the author gives an overview of learning strategy instruction and describes how to implement this evidenced-based practice in classroom and whole-school settings. He also discusses this information as it relates to the provisions of the No Child Left Behind Act.
Descriptors: Federal Legislation, Learning Strategies, Teaching Methods, Educational Research
Paulsen, Kimberly J. – Intervention in School and Clinic, 2008
The need for school-based collaboration has increased over the past decade, and with mandates from the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) and the No Child Left Behind Act (NCLB) of 2001, this need will continue. The IDEIA requires that students with disabilities have access to the general education curriculum and…
Descriptors: General Education, Access to Education, Federal Legislation, Elementary School Students
Skinner, Michael E.; Gurganus, Susan P.; Watson, Silvana M. R. – Intervention in School and Clinic, 2009
In July 2007, a revised version of the Council for Learning Disabilities' principles of ethical practice was approved by CLD's Board of Trustees. Subsequently, the new standards were published in the January 8 issue of LD Forum. Using a case study approach, this article highlights the application of these principles to situations confronted by…
Descriptors: Learning Disabilities, Confidentiality, Governing Boards, Ethics
Adapting an Evidence-Based Reading Comprehension Strategy for Learners with Autism Spectrum Disorder
Whalon, Kelly; Hart, Juliet E. – Intervention in School and Clinic, 2011
Reading is a critical skill for student success in school and postschool opportunities. Although a number of children with autism spectrum disorder (ASD) will develop the decoding skills necessary to read text, many will continue to struggle with reading comprehension. No Child Left Behind (NCLB) and the Individuals with Disabilities Education…
Descriptors: Reading Comprehension, Federal Legislation, Autism, Decoding (Reading)
Lindstrom, Jennifer H. – Intervention in School and Clinic, 2010
The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…
Descriptors: Testing Accommodations, Inclusive Schools, Learning Disabilities, Mathematics Tests
Kurtts, Stephanie A.; Matthews, Catherine E.; Smallwood, Tammy – Intervention in School and Clinic, 2009
Universal design for learning (UDL) holds promise for teachers who are struggling with creating lessons that allow all students access to and engagement with the general science curriculum. In this article, the authors demonstrate how a secondary physical science lesson about solubility and concentration can be designed for diverse learners' needs…
Descriptors: Learning Theories, Physical Sciences, Science Curriculum, Access to Education
Simpson, Richard L.; LaCava, Paul G.; Graner, Priciasa Sampson – Intervention in School and Clinic, 2004
The No Child Left Behind (NCLB) Act is potentially the most significant educational initiative to have been enacted in decades. Among the salient elements of this initiative are requirements that all students have qualified teachers and be given the opportunity to attend highquality schools. The NCLB legislation also requires that states raise…
Descriptors: Federal Legislation, Achievement, Educational Change, High School Students
Reutebuch, Colleen K. – Intervention in School and Clinic, 2008
Response to intervention (RTI) is a framework for providing high-quality instruction and intervention matched to students' individual needs. It includes the practice of frequent progress monitoring and use of data to make educational decisions about instructional and grouping practices as well as the duration, frequency, and amount of time…
Descriptors: Intervention, Federal Legislation, Learning Disabilities, School Districts
