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Showing 31 to 45 of 72 results Save | Export
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Roberts, Carly A.; Leko, Melinda M. – Research and Practice for Persons with Severe Disabilities, 2013
A multiple baseline single-case study examined the integration of functional and academic goals in an individualized story-based lesson plan incorporating an adapted text on grade level content for adolescent students with moderate to severe intellectual disabilities across three staff--student dyads. The research team collected data on teacher…
Descriptors: Literacy, Integrated Activities, Integrated Curriculum, Disabilities
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Voorhees, Mary D.; Walker, Virginia L.; Snell, Martha E.; Smith, Carol G. – Research and Practice for Persons with Severe Disabilities, 2013
Following the implementation of Tier 1 and Tier 2 Positive Behavior Support (PBS) strategies in six Head Start (HS) classrooms, three children in two classrooms were identified who had significant behavioral challenges and met the criteria for the use of individualized PBS. The purpose of this demonstration was to evaluate whether the effects of…
Descriptors: Preschool Education, Preschool Children, Behavior Problems, Behavior Modification
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Chung, Yun-Ching; Carter, Erik W.; Sisco, Lynn G. – Research and Practice for Persons with Severe Disabilities, 2012
Although positive peer relationships can facilitate the academic learning, skill development, and emotional well-being of students with complex communication challenges, few peer interactions are likely to take place in school settings apart from intentional intervention and support efforts. We conducted a systematic review to identify and examine…
Descriptors: Intervention, Adolescents, Augmentative and Alternative Communication, Interaction
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Hughes, Carolyn; Kaplan, Lauren; Bernstein, Rebekah; Boykin, Michaela; Reilly, Caitlin; Brigham, Nicolette; Cosgriff, Joseph; Heilingoetter, Jamie; Harvey, Michelle – Research and Practice for Persons with Severe Disabilities, 2012
We reviewed studies to identify strategies effective at increasing social interaction skills across a range of secondary school students with autism and/or intellectual disability who experienced limited peer interaction. We were particularly interested in identifying strategies that involved peers and were effective at increasing peer interaction…
Descriptors: Intervention, Secondary School Students, Interpersonal Relationship, Autism
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Landers, Eric; Courtade, Ginevra; Ryndak, Diane – Research and Practice for Persons with Severe Disabilities, 2012
The purpose of this study was to determine how the needs of students with disabilities are addressed by state coordinators of school-wide positive behavioral interventions and supports (PBIS) during professional development activities on positive behavioral strategies, school-wide systems, and school-wide commitment to the PBIS approach.…
Descriptors: Behavior Modification, Professional Development, Inclusion, Student Behavior
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Downing, June; Eichinger, Joanne – Research and Practice for Persons with Severe Disabilities (RPSD), 2011
This article presents information on instructional strategies and the effective use of personnel needed for educating students with dual sensory impairments in integrated learning environments. To counter the practice of educating students in separate environments according to their most apparent weaknesses and limitations, the authors contend…
Descriptors: Educational Strategies, Intervention, Deaf Blind, Severe Disabilities
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Carter, Erik W.; Sisco, Lynn G.; Chung, Yun-Ching; Stanton-Chapman, Tina L. – Research and Practice for Persons with Severe Disabilities (RPSD), 2010
Social interactions with peers are an important aspect of childhood development that is closely linked to emotional well-being and success in school. We conducted a comprehensive review of recent intervention studies evaluating strategies to improve the peer interaction outcomes of students with intellectual disabilities and/or autism. The purpose…
Descriptors: Intervention, Mental Retardation, Autism, Educational Practices
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Brown, Fredda; Traniello, Dina A. – Research and Practice for Persons with Severe Disabilities (RPSD), 2010
An interview was conducted with each of four mothers to gain an understanding of their perceptions of the educational and behavioral history of their children leading up to placement in a residential facility that used aversive interventions, including contingent electric skin shock. Semistructured instruments were used to understand each family's…
Descriptors: Mothers, Punishment, Interviews, Child Rearing
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Tincani, Matt; Travers, Jason; Boutot, Amanda – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
The reported prevalence of autism spectrum disorder (ASD) has increased dramatically since the 1980s. In response, researchers, educators, and policy makers have sought to develop effective technologies for assessment and intervention. A focus on evidenced-based practices is logical, given significant deficits in language, social interaction,…
Descriptors: Autism, Family Environment, Interaction, Pervasive Developmental Disorders
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Copeland, Susan R.; Cosbey, Joanna – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Research strongly supports including students with extensive support needs in general education settings and providing them access to the general curriculum. Yet, there is limited research indicating how to provide them authentic access to this curriculum. This article explores several instructional approaches to provide access including (a) use…
Descriptors: General Education, Severe Disabilities, Teaching Methods, Educational Practices
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Carr, Edward G. – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
This article raises four questions pertaining to the problem of using school-wide positive behavior support (SWPBS) with students who have severe disabilities. First, are there any limits to the applicability of SWPBS? Second, does SWPBS potentiate, or strengthen, the effects of tertiary (individual) support, thereby ensuring the greatest good for…
Descriptors: Severe Disabilities, Functional Behavioral Assessment, Intervention, Regular and Special Education Relationship
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Snell, Martha E. – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Students with disabilities should not only be members of general education classrooms, but must also be able to learn meaningful skills in those settings, not just socialize with peers. This article reviews effective teaching methods and their contextual fit with the working of a general education classroom. The response to intervention (RtI)…
Descriptors: Teacher Effectiveness, General Education, Teaching Methods, Educational Practices
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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
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Carter, Erik W.; Trainor, Audrey A.; Ditchman, Nicole; Swedeen, Beth; Owens, Laura – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Early work experiences have been advocated as an important avenue for equipping youth with disabilities with the skills, attitudes, opportunities, and aspirations needed to transition successfully to meaningful careers after high school. We examined the efficacy and social validity of a multicomponent intervention package--composed of…
Descriptors: Intervention, Education Work Relationship, Severe Disabilities, Work Experience
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Spooner, Fred; Rivera, Christopher J.; Browder, Diane M.; Baker, Joshua N.; Salas, Spencer – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Recent statistics suggest that the number of English-language learners has been growing at a rapid rate in the United States. The growth of this population will inevitably lead to a larger number of culturally and linguistically diverse students with significant cognitive disabilities. Currently, there is little research on effective literacy…
Descriptors: Mental Retardation, Emergent Literacy, Teaching Methods, English (Second Language)
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