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Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication
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Root, Jenny R.; Cox, Sarah K.; Davis, Kat; Hammons, Nanette – Research and Practice for Persons with Severe Disabilities, 2020
Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine "what works for whom when." The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on…
Descriptors: Mathematics Instruction, Secondary School Mathematics, Middle School Students, Special Needs Students
Examining the Use of Deep Touch Pressure to Improve the Educational Performance of Students with Disabilities
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Losinski, Mickey; Sanders, Sara A.; Wiseman, Nicole M. – Research and Practice for Persons with Severe Disabilities, 2016
The current meta-analysis examined the use of deep touch pressure (DTP; e.g., weighted vests) with students with disabilities. DTP is a form of sensory integration therapy that is currently used extensively in schools with students with autism and other disabilities. Each study in the analysis was evaluated using the Council for Exceptional…
Descriptors: Meta Analysis, Effect Size, Intervention, Sensory Integration
The Fierce Urgency of Now: What, if Any, Lessons Have We Learned about Educating Children Who Were Excluded from Public Schools Prior to EHA?
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Smith, Anne – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
This special issue of Research and Practice for Persons with Severe Disabilities (RPSD) is timely and resonates with the theme of the 2009 TASH Conference, "If not Us, Who? If not NOW, When?" The articles grapple with critical issues across a number of dimensions that reflect the complexity of inclusion and exclusion, the importance of…
Descriptors: Inclusive Schools, Mental Retardation, Intervention, Federal Legislation
Individualized Behavioral Supports at 15 Years: It's Still Lonely at the Top
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Crimmins, Daniel; Farrell, Anne F. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Positive behavior support (PBS) has evolved over the past 15 years from an individualized approach to behavior management to one with an increased focus on universal applications. Although there are clear areas of convergence between individualized and universal supports, it is also clear that the provision of individualized supports is an…
Descriptors: Disabilities, Behavior Modification, Federal Legislation, Student Behavior
The Wave of SWPBS: Who Is Left behind?
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Vaughn, Bobbie J. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Over the past 15 years, positive behavior support (PBS) gained rapid momentum as it moved from research on the function of challenging behaviors in individuals situated in restrictive settings, to understanding the function of challenging behavior of individuals in natural settings, to initial legislation of positive behavior interventions and…
Descriptors: Behavior Problems, Behavior Modification, Family Involvement, Severe Disabilities
New Considerations in the Prevention of Aversives, Restraint, and Seclusion: Incorporating the Role of Relationships into an Ecological Perspective
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Amos, Patricia A. – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
While many individuals with challenging behaviors now enjoy the benefits of inclusion and self-determination, large numbers of their peers remain in segregated, restrictive settings and continue to be subjected to coercive intervention plans that include aversives, (nonemergency) restraint, and seclusion as "treatment." A rising tide of…
Descriptors: Technology, Developmental Disabilities, Mental Health, Coping