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Williams, Jacob L.; Wexler, Jade; Roberts, Greg; Carpenter, Clint – Exceptionality, 2011
Despite 60 years of evidence linking juvenile illiteracy and delinquency, practitioners and policymakers have been painfully slow in the implementation of evidence-based reading interventions for incarcerated juveniles. We will present the Texas Juvenile Justice Tiered Instructional Model, an evidence-based reading program model created…
Descriptors: Evidence, Reading Programs, Correctional Education, Illiteracy
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Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki – Exceptionality, 2011
Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…
Descriptors: Early Intervention, Early Reading, Phonemic Awareness, Followup Studies
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Castro-Olivo, Sara M.; Preciado, Jorge A.; Sanford, Amanda K.; Perry, Valerie – Exceptionality, 2011
Nationwide statistics show that English Learners in grades 6-12 are often among the lowest performing students in all academic areas and have some of the highest rates of dropout. Their academic deficiencies are usually attributed to their limited English language proficiency, often ignoring the social-emotional, behavioral, and cognitive problems…
Descriptors: Student Needs, Psychological Needs, Hispanic American Students, English (Second Language)
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Maggin, Daniel M.; O'Keeffe, Breda V.; Johnson, Austin H. – Exceptionality, 2011
The purpose of this review was to examine the methods used to conduct meta-analyses of single-subject research involving students with and at-risk for disabilities. Specifically, the procedures used for preparing, aggregating, analyzing, and evaluating single-subject data across 68 primary syntheses were examined. In addition to these…
Descriptors: Research Design, Disabilities, Meta Analysis, Statistical Analysis
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Tasse, Marc J.; Wehmeyer, Michael L. – Exceptionality, 2010
There is a growing body of research on the construct of support needs in individuals with intellectual disability (ID). An increasing emphasis is being placed on measuring and understanding the needs for supports and the factors that drive the intensity of these support needs. Prior research has firmly established that individuals with ID are more…
Descriptors: Mental Retardation, Physical Health, Mental Disorders, Clinical Diagnosis
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Bryant, Brian R.; Bryant, Diane Pedrotty; Shih, Minyi; Seok, Soohwha – Exceptionality, 2010
Thirty-one research articles were examined to investigate the empirical evidence supporting the use of assistive technology as a type of support for people with intellectual disability in relation to the seven domains of support provision identified in the Supports Intensity Scale. Results indicated that assistive technology devices can be a…
Descriptors: Mental Retardation, Educational Technology, Assistive Technology, Literature Reviews
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Thompson, James R.; Wehmeyer, Michael L.; Hughes, Carolyn – Exceptionality, 2010
A person-environment fit conceptualization of intellectual disability (ID) requires educators to focus on the gap between a student's competencies and the demands of activities and settings in schools. In this article the implications of the person-environment fit conceptual model are considered in regard to instructional benefits, special…
Descriptors: Personality Theories, Mental Retardation, Special Needs Students, Models
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Alferink, Larry A.; Farmer-Dougan, Valeri – Exceptionality, 2010
Oversimplification or inappropriate interpretation of complex neuroscience research is widespread among curricula claiming that brain-based approaches are effective for improved learning and retention. We examine recent curricula claiming to be based on neuroscience research, discuss the implications of such misinterpretation for special…
Descriptors: Brain, Special Education, Scientific Research, Neurology
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Mostert, Mark P. – Exceptionality, 2010
By 2001, Facilitated Communication (FC) had largely been empirically discredited as an effective intervention for previously uncommunicative persons with disabilities, especially those with autism and related disorders. Key empirical findings consistently showed that the facilitator and not the client initiated communication. I analyze the extant…
Descriptors: Intervention, Augmentative and Alternative Communication, Autism, Communication Problems
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Spaulding, Lucinda S.; Mostert, Mark P.; Beam, Andrea P. – Exceptionality, 2010
Brain Gym[R] (BG; BGI, 2008) is a popular commercial program sold by Brain Gym[R] International (BGI). Making extravagant claims for improved intellectual and physical development, it is used in more than 80 countries. While BGI's claims are persuasive, to date there is little empirical evidence validating the approach. We examine some theoretical…
Descriptors: Program Evaluation, Brain, Physical Development, Child Development
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Landrum, Timothy J.; McDuffie, Kimberly A. – Exceptionality, 2010
The concept of learning styles has tremendous logical and intuitive appeal, and educators' desire to focus on learning styles is understandable. Recently, a growing emphasis on differentiated instruction may have further increased teachers' tendency to look at learning styles as an instructionally relevant variable when individualizing instruction…
Descriptors: Cognitive Style, Individualized Instruction, Teaching Methods, Student Needs
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Lewis, Timothy J.; Jones, Stacey E. L.; Horner, Robert H.; Sugai, George – Exceptionality, 2010
Special education continues to document the poor within and post-school outcomes among children and youth with Emotional/Behavioral Disorders (EBD). While the poor outcomes are due to a myriad of causes, three issues routinely emerge as problematic in the field. First, the need for early intervention and prevention has been well documented, and…
Descriptors: Intervention, Prevention, Emotional Disturbances, Behavior Disorders
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Rozalski, Michael; Stewart, Angie; Miller, Jason – Exceptionality, 2010
The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be educated with peers without disabilities "to the maximum extent appropriate." When the individualized education program (IEP) team is reviewing the student's current performance, establishing the student's goals, and determining the services that the…
Descriptors: Individualized Education Programs, Disabilities, Special Needs Students, Mainstreaming
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van Loon, Jos; Claes, Claudia; Vandevelde, Stijn; Van Hove, Geert; Schalock, Robert L. – Exceptionality, 2010
Education and human service organizations providing services to people with intellectual and closely related developmental disabilities are increasingly being impacted by the supports paradigm, the quality of life concept, and the evaluation of personal outcomes. In this article the authors discuss the relationship among these three areas,…
Descriptors: Mental Retardation, Developmental Disabilities, Needs Assessment, Quality of Life
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Yell, Mitchell L.; Walker, David W. – Exceptionality, 2010
The Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 makes significant and controversial changes to the Individuals with Disabilities Education Act (IDEA). Two very significant changes in this law are provisions that (a) allow school districts to spend up to 15% of their IDEA Part B funds on early intervening services in…
Descriptors: Civil Rights, Eligibility, Hearings, Learning Disabilities
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