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Wexler, Jade; Kearns, Devin M.; Hogan, Erin K.; Clancy, Erin; Shelton, Alexandra – Intervention in School and Clinic, 2021
It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they…
Descriptors: Program Implementation, Evidence Based Practice, Middle Schools, Middle School Teachers
Dwarika, Veronica Melody – Intervention in School and Clinic, 2020
Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management…
Descriptors: Foreign Countries, Positive Behavior Supports, Student Behavior, Behavior Problems
Riden, Benjamin S.; Markelz, Andrew M.; Taylor, Jonté C. – Intervention in School and Clinic, 2021
Teachers who work with students who display challenging behaviors need to implement interventions to support them in the classroom. A daily behavior report card (DBRC) is one intervention that research suggests can reduce challenging behaviors and replace them with more socially appropriate behaviors. With step-by-step instructions, this column…
Descriptors: Intervention, Student Behavior, Behavior Problems, Report Cards
Lane, Holly B.; Contesse, Valentina A.; Gallingane, Caitlin – Intervention in School and Clinic, 2023
Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key…
Descriptors: Phonics, Intervention, Instructional Effectiveness, Reading Skills
Rice, Marianne; Gilson, Carly B. – Intervention in School and Clinic, 2023
Recent advocacy efforts and state policies have recognized the identification of and support for students with dyslexia as a critical issue for schools. Current issues related to dyslexia identification include the lack of a universal definition for dyslexia and the possible confusion created by state legislation related to dyslexia. Tackling…
Descriptors: Dyslexia, Disability Identification, Reading Difficulties, Educational Legislation
Zoder-Martell, Kimberly A.; Floress, Margaret T.; Skriba, Heather A.; Taber, Traci A. – Intervention in School and Clinic, 2023
Classroom management systems (CMS) are class-wide strategies that teachers use to keep students on task, attentive, and academically engaged. This review provides teachers an overview of eight effective and socially valid CMSs that are aligned with school-wide positive behavior interventions and supports (SWPBIS). The goal is to provide teachers…
Descriptors: Classroom Techniques, Student Behavior, Behavior Problems, Intervention
King-Sears, Margaret E.; Walker, Jennifer D.; Barry, Colleen – Intervention in School and Clinic, 2018
School personnel implementing interventions new or unfamiliar to them need to know how to implement the intervention with fidelity. A five-step process is described that can be used to design and implement fidelity procedures with teachers using new or unfamiliar interventions.
Descriptors: Intervention, Fidelity, Teachers, Methods
Wexler, Jade – Intervention in School and Clinic, 2021
This unique special issue features five articles that provide guidance for middle school special education and general education content-area co-teachers on how to implement enhanced co-teaching models including specialized literacy instruction and best practices for co-teachers (e.g., co-planning; using station teaching to differentiate…
Descriptors: Instructional Improvement, Team Teaching, Reading Comprehension, Middle School Teachers
Hutchison, Amy; Evmenova, Anya S. – Intervention in School and Clinic, 2022
States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+),…
Descriptors: Computer Science Education, Students with Disabilities, Access to Education, Computation
Dynia, Jaclyn M.; Walton, Katherine M.; Sagester, Grace M.; Schmidt, Elizabeth K.; Tanner, Kelly J. – Intervention in School and Clinic, 2023
Despite substantial comorbidity of sensory dysfunction and autism spectrum disorder (ASD), there are few evidence-based sensory interventions for educators to implement in their classrooms. Nonetheless, recent research has found that early childhood educators are frequently implementing sensory strategies in the classroom despite this lack of…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Needs, Intervention
Kennedy, Alana M.; Haydon, Todd – Intervention in School and Clinic, 2021
The quality of the relationship that develops between a student and teacher has been connected to pivotal instructional and behavioral outcomes for students. The student-teacher relationship can specifically be harnessed to reduce minor behavioral infractions. However, it is an element of the learning environment that is often overlooked. This…
Descriptors: Teacher Student Relationship, Behavior Problems, Behavior Modification, Classroom Techniques
Balaghi, Danielle; Hierl, Kiley; Snyder, Elizabeth – Intervention in School and Clinic, 2022
Obsessive-compulsive disorder (OCD) and autism spectrum disorder (ASD) are neuropsychological disorders that can be challenging to students both academically and social-emotionally, especially when they occur together. Students with ASD can have co-occurring OCD, which can complicate social-emotional and academic outcomes. Teachers are in an ideal…
Descriptors: Autism Spectrum Disorders, Anxiety Disorders, Behavior Problems, Self Management
Austin, Christy R.; Boucher, Alexis N. – Intervention in School and Clinic, 2022
Despite strong theoretical and empirical evidence suggesting that word meaning knowledge plays a critical role in word reading, interventions for students with word reading difficulties and disabilities frequently target word reading instruction in isolation. This article connects reading theory to practice by describing one approach to integrate…
Descriptors: Semantics, Word Recognition, Reading Instruction, Reading Skills
Lewis, Katherine E.; Fisher, Marie B. – Intervention in School and Clinic, 2018
Mathematics assessment is integral in enabling teachers to implement specially designed instruction for students with disabilities. This article presents an overview of an underutilized form of assessment, the clinical interview. A type of diagnostic assessment, clinical interviews are critically important when designing individualized instruction…
Descriptors: Interviews, Mathematics Instruction, Disabilities, Diagnostic Tests
Lindström, Esther R.; Roberts, Garrett J. – Intervention in School and Clinic, 2023
Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined…
Descriptors: Teacher Education, Learner Engagement, Reading Instruction, Intervention