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Antill, Kendra – Intervention in School and Clinic, 2020
Applied behavior analysis (ABA) services can improve the quality of life for individuals with autism spectrum disorder (ASD). However, not all children receive services based in ABA. The disconnect between available services and accessing services may be the result of families experiencing barriers. Online parent training addresses many of these…
Descriptors: Autism, Pervasive Developmental Disorders, Applied Behavior Analysis, Children
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Reynolds, Jennifer L.; Cochrane, Wendy S.; Furey, William M.; Matvichuk, Tammy A. – Intervention in School and Clinic, 2020
Structured and frequent teacher-delivered praise is an evidence-based component of classroom management. High rates of teacher-delivered praise have positive effects on student behavior. These positive effects are observed in all students. However, teachers struggle to deliver rates of praise consistent with recommendations in the literature. This…
Descriptors: Positive Reinforcement, Classroom Techniques, Teacher Behavior, Faculty Development
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Zabel, Robert H.; Teagarden, James; Kaff, Marilyn – Intervention in School and Clinic, 2020
Dr. McGinnis-Smith earned a PhD in special education with emphasis in EBD at the University of Iowa and an administrator certification from Drake University. She is coauthor of the social skills teaching series "Skillstreaming." She also coauthored with Richard Simpson "Skillstreaming Children and Youth with High Functioning Autism…
Descriptors: Social Development, Emotional Development, Autism, Pervasive Developmental Disorders
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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
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Regan, Kelley; Weiss, Margaret P. – Intervention in School and Clinic, 2020
Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback.…
Descriptors: Preservice Teacher Education, Preservice Teachers, Coaching (Performance), Assistive Technology
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Oh-Young, Conrad; Filler, John; Buchter, Jennifer – Intervention in School and Clinic, 2020
The Individuals with Disabilities Education Act (2004) and the Every Student Succeeds Act (2015) both require that educators utilize instructional practices based on evidence in the literature when providing special education and related services to students with disabilities. This article provides a description of a special type of literature…
Descriptors: Teaching Methods, Special Education, Students with Disabilities, Meta Analysis
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Mize, Minnie; Park, Yujeong; Schramm-Possinger, Megan; Coleman, Mari Beth – Intervention in School and Clinic, 2020
Tablet devices, as assistive and instructional technologies, can be highly effectual pedagogical tools with multifaceted benefits, such as the ability to integrate multimedia and the ability to track student progress over time. The unique value of particular assistive and instructional technologies explains, in part, why they are more widely used…
Descriptors: Reading Difficulties, Scoring Rubrics, Multimedia Instruction, Literacy
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Popham, Michelle; Adams, Simone; Hodge, Janie – Intervention in School and Clinic, 2020
Many secondary students with specific learning disabilities (SLD) struggle with mathematics problem solving. When students with SLD are taught to use effective problem-solving strategies, their ability to solve mathematics word problems improves. The purpose of this article is to provide a guide for secondary teachers to implement self-regulated…
Descriptors: Secondary School Students, Students with Disabilities, Secondary School Mathematics, Mathematics Instruction
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Bundock, Kaitlin; Hawken, Leanne S.; Kladis, Kristin; Breen, Kimberli – Intervention in School and Clinic, 2020
Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research…
Descriptors: Intervention, Student Behavior, Behavior Disorders, At Risk Students
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Zirkus, Katelyn J.; Morgan, Joseph J. – Intervention in School and Clinic, 2020
Research suggests a potential relationship between self-determination and improved post-school outcomes for students with disabilities. Self-determination represents a particularly relevant variable which deserves increased attention for students with emotional and behavioral disorders (EBD); however, there is no consistent understanding on how to…
Descriptors: Self Determination, Skill Development, Students with Disabilities, Behavior Disorders
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Lee, Okin; Shin, Mikyung – Intervention in School and Clinic, 2020
Educators in South Korea have been adapting textbooks and related activities to meet the increasing need for national-level curricula for teachers of special and general education for students with disabilities at the elementary school level. The underlying aim is to create inclusive educational environments. There are four steps in adapting…
Descriptors: Foreign Countries, Students with Disabilities, Media Adaptation, Textbooks
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Coleman, Stephanie L.; Snyder, Kelly; Skinner, Lacy; Griffin, Jamie – Intervention in School and Clinic, 2020
The Good Behavior Game (GBG) is a well-established intervention for decreasing problem behaviors in the classroom. Although the GBG has a long history of both empirical support and real-world implementation, the specific types of supports teachers find useful in implementing evidence-based interventions is an area that has received increasing…
Descriptors: Behavior Problems, Games, Intervention, Program Implementation
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Van Loan, Christopher L.; Garwood, Justin D. – Intervention in School and Clinic, 2020
Teaching students who exhibit emotional and behavioral disorders (EBD) can be challenging and requires conscious and insightful strategies to be aware of how teachers interact with their students. An emphasis on high-quality relationships between teachers and students can ameliorate some of the challenges in teaching students with EBD, resulting…
Descriptors: Emotional Disturbances, Behavior Disorders, Teacher Student Relationship, Crisis Management
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Cook, Sara Cothren; McDuffie-Landrum, Kimberly – Intervention in School and Clinic, 2020
Co-teaching is the most popular model for supporting students with disabilities in the general education setting. However, the limited research that supports this framework as effective for increasing outcomes for students with disabilities may indicate co-teachers have difficulty providing students with specialized instruction to meet individual…
Descriptors: Instructional Effectiveness, Team Teaching, Students with Disabilities, Regular and Special Education Relationship
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Cuba, Melissa J. – Intervention in School and Clinic, 2020
Previous research examining "frontloading" academic vocabulary establishes it as an effective instructional activity for students who are English learners. This article extends and builds from those earlier findings, showing the relevance and importance of explicit vocabulary instruction for all students identified with specialized…
Descriptors: Academic Language, Vocabulary Development, Students with Disabilities, Direct Instruction
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