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Watts, Gavin W.; McKenna, John W. – Intervention in School and Clinic, 2022
Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-led). Special educators consistently report a need for effective interventions and instructional arrangements…
Descriptors: Cross Age Teaching, Behavior Disorders, Emotional Disturbances, Students with Disabilities
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Poch, Apryl L.; Allen, Abigail A.; Jung, Pyung-Gang; Lembke, Erica S.; McMaster, Kristen L. – Intervention in School and Clinic, 2022
Writing is a critical academic and life skill, but many school-age children struggle with the complexity of written expression. Given the importance of writing, there is a clear need for a systematic approach to identifying and supporting struggling writers, including writers with learning and emotional disabilities. One such approach is known as…
Descriptors: Data Use, Decision Making, Writing Instruction, Writing Difficulties
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Yell, Mitchell – Intervention in School and Clinic, 2022
May 2020 was the 66th anniversary of the U.S. Supreme Court's ruling in "Brown v. Board of Education of Topeka." In this case, perhaps the most important ruling of the 20th century, the Supreme Court ruled that the racial segregation of Black children in public schools was unconstitutional. In addition, the ruling in "Brown v.…
Descriptors: Desegregation Litigation, School Desegregation, Special Education, Educational History
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Gerzel-Short, Lydia; Hedin, Laura – Intervention in School and Clinic, 2022
High-leverage practices are essential components of specially designed instruction required by the Individuals with Disabilities Education Improvement Act. High-leverage practices such as explicit instruction and use of instructional and assistive technology have research evidence demonstrating their effectiveness when teaching students with…
Descriptors: Mathematics Instruction, Numbers, Educational Practices, Students with Disabilities
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Luke, Sara E.; Vaughn, S. Michelle – Intervention in School and Clinic, 2022
Teacher preparation programs have acknowledged the need to address the topic of collaboration in coursework; however, few educator preparation programs require collaboration courses or address the interpersonal aspects involved in teaching in other required courses. Working with families is essential in the field of special education, and…
Descriptors: Computer Simulation, Parent Teacher Cooperation, Teacher Education, Interpersonal Competence
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Trapp, Laura; Gershwin, Tracy; Robinson, Jason – Intervention in School and Clinic, 2022
The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student's disability is related to the suspending behavior. An…
Descriptors: Participative Decision Making, Meetings, Students with Disabilities, Student Behavior
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Feeney, Danielle M. – Intervention in School and Clinic, 2022
Self-monitoring has proven to be an effective strategy for improving academic performance for students with learning disabilities (LD). In addition to academics, these interventions have improved actions such as task completion, engagement, and on-task behaviors. As a supplement to self-monitoring, self-talk strategies have similar effects in…
Descriptors: Students with Disabilities, Learning Disabilities, Self Management, Academic Achievement
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Martin, Rebekah; Wilkins, Julia – Intervention in School and Clinic, 2022
The likelihood of teaching a student with autism spectrum disorder (ASD) has steadily increased over the past two decades. However, the practical information about working with students with ASD has not increased at a similar rate. Teachers may therefore be unaware of simple modifications they can make to their classrooms to meet the needs of…
Descriptors: Classroom Environment, Classroom Design, Furniture, Physical Environment
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Shin, Mikyung; Choi, Nari – Intervention in School and Clinic, 2022
Over the past decade, there has been a rapidly declining trend in the prevalence of students with learning disabilities in South Korea. In 2019, only 1.5% of students receiving special education support were identified as having learning disabilities. This column reports on three current issues related to learning disabilities to provide a greater…
Descriptors: Students with Disabilities, Learning Disabilities, Dyslexia, At Risk Students
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Furey, Jenlyn; Loftus-Rattan, Susan M. – Intervention in School and Clinic, 2022
Academic progress monitoring is essential when implementing Individualized Education Programs for students with learning disabilities and more generally in a multi-tiered system of supports framework. Although students' progress is monitored frequently in schools today, these students often are not actively involved in this practice. Research has…
Descriptors: Students with Disabilities, Progress Monitoring, Individualized Education Programs, Learning Disabilities
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Feeney, Danielle M. – Intervention in School and Clinic, 2022
Self-monitoring has successfully been used to improve academic and behavioral outcomes of students with learning disabilities. Despite the frequent use of self-monitoring interventions and their accompanying benefits in the field of education, more information is needed concerning the efficacy of student awareness relevant to their self-talk. The…
Descriptors: Inner Speech (Subvocal), Self Evaluation (Individuals), Intervention, Students with Disabilities
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Ma, Zijie; Travers, Jason C. – Intervention in School and Clinic, 2022
Special education and related professionals often understand the importance of adhering to intervention procedures (i.e., fidelity), but may be less familiar with concepts of intervention intensity. In some cases, professionals may correctly apply an intervention, but with insufficient intensity. This can result in an intervention failing to…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Intervention
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Scheef, Andrew R.; McKnight-Lizotte, Michelle – Intervention in School and Clinic, 2022
In addition to supporting the academic goals of students with learning disabilities, secondary special education teachers are tasked with providing services designed to improve post-school outcomes. To improve these offerings, special education teachers should ensure collaboration with vocational rehabilitation (VR) counselors during the…
Descriptors: Students with Disabilities, Learning Disabilities, Vocational Rehabilitation, Transitional Programs
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Strickland, Tricia K. – Intervention in School and Clinic, 2022
The Common Core State Standards in Mathematics (CCSSM) were released more than 10 years ago. This set of standards outlines the mathematics that all students should know and be able to do to prepare them for post-secondary education and employment. Students with learning disabilities (LD) continue to underperform in relation to their peers without…
Descriptors: Algebra, Mathematics Instruction, Teaching Methods, Alignment (Education)
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Rojo, Megan; Nozari, Maryam; Bryant, Diane P. – Intervention in School and Clinic, 2022
The review of "Endrew F. v. Douglas County School District" case revealed that an Individualized Education Program (IEP) requires inclusion of specific measurable goals to ensure educational benefit. The purpose of this article is to provide a systematic approach to progress monitoring IEP goals in mathematics, which monitors whether a…
Descriptors: Individualized Education Programs, Guidelines, Curriculum Based Assessment, Mathematics Instruction
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