NotesFAQContact Us
Collection
Advanced
Search Tips
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 238 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Miao Li; Sarah Jerasa; Jan C. Frijters; Esther Geva – TEACHING Exceptional Children, 2024
Phoneme discrimination is the ability to detect subtle similarities and differences between phonemes. Phoneme discrimination is a strong predictor of reading development and poor phoneme discrimination may predict reading disabilities (Lyytinen et al., 2004). The ability to discriminate phonemes may be an even more critical skill for Emergent…
Descriptors: Phonemes, Reading Difficulties, Students with Disabilities, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
Crewdson, Margaret; Richardson, Robert D.; Skinner, Christopher H.; Fowler, Kristen; Wright, Shelby – TEACHING Exceptional Children, 2023
Tootling is a classwide, peer-mediated intervention created to encourage desired classroom behaviors and enhance students' awareness of classmates' incidental prosocial behaviors (Cashwell et al., 2001; Skinner et al., 2000). This intervention was named Tootling by combining the word "tattling," which is a type of peer reporting, and the…
Descriptors: Peer Relationship, Intervention, Behavior Modification, Behavior Problems
Peer reviewed Peer reviewed
Direct linkDirect link
Collins, Lauren W.; Landrum, Timothy J. – TEACHING Exceptional Children, 2023
A tremendous amount of evidence supports the importance of building relationships between educators and students (Kincaide et al., 2020). Because of this, there is an emerging focus in both research and practice on how student-teacher relationships are assessed, the impact of these relationships on student outcomes, and methods for building and…
Descriptors: Intervention, Behavior Modification, Teacher Student Relationship, Student Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Renee Speight; Nancy Welsh-Young – TEACHING Exceptional Children, 2023
It is important classroom teachers have efficient tools to support student demonstration of expected classroom behaviors as contextually inappropriate behavior can impede learning. This is of particular importance in secondary settings given overreliance on punitive strategies (e.g., suspension). Interdependent group contingencies have been shown…
Descriptors: Secondary School Students, Student Behavior, Behavior Problems, Classroom Techniques
Peer reviewed Peer reviewed
Direct linkDirect link
Richardson, Robert D.; Crewdson, Margaret A.; Skinner, Christopher H.; Wheat, Laura S.; Martinez, James A. – TEACHING Exceptional Children, 2022
Class-wide academic performance can be increased by overlaying existing instructional and classroom management procedures with supplemental interdependent group-oriented bonus rewards. The bonus reward strategies may be particularly effective for under-motivated, low-performing students. When applying supplemental interdependent group-oriented…
Descriptors: Rewards, Student Motivation, Classroom Techniques, Contingency Management
Peer reviewed Peer reviewed
Direct linkDirect link
Goldman, Samantha E.; Finn, Jamie B.; Leslie, Melissa J. – TEACHING Exceptional Children, 2022
The remote instruction context presents many challenges for teachers, including managing student behavior. The practice of defining and teaching expectations is considered a high-leverage practice in special education, and should be applied to the remote setting to support the learning of students with and without disabilities. We present four…
Descriptors: Classroom Techniques, Distance Education, Evidence Based Practice, COVID-19
Peer reviewed Peer reviewed
Direct linkDirect link
Walker, Jennifer D.; Johnson, Kimberly M.; Randolph, Kathleen M. – TEACHING Exceptional Children, 2021
Special educators are responsible for a myriad of roles as part of their responsibilities as teachers. In addition to developing and monitoring individualized education programs (IEPs), co-teaching with general education colleagues, and engaging in direct instruction, they often also support students with behavioral needs. Although not all…
Descriptors: Self Advocacy, Teacher Responsibility, Classroom Techniques, Behavior Modification
Peer reviewed Peer reviewed
Direct linkDirect link
Anderson, Alida; Valero, Liora – TEACHING Exceptional Children, 2020
The reading and writing challenges that students with learning disabilities (LD) face in academic classroom settings, such as social studies classrooms, are ever present because students are expected to read, understand, and use text-based language that they cannot access due to text-reading difficulties. Visual, performing or drama, music, and…
Descriptors: Vocabulary Development, Social Development, Emotional Development, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Nagro, Sarah A.; Hirsch, Shanna E.; Kennedy, Michael J. – TEACHING Exceptional Children, 2020
Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving…
Descriptors: Classroom Techniques, Video Technology, Classroom Observation Techniques, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Chow, Jason C.; Walters, Sharon; Hollo, Alexandra – TEACHING Exceptional Children, 2020
For all children and youth, language underpins success in academic, social, and behavioral interactions. For students with language deficits, even seemingly simple tasks can be challenging and frustrating. Perhaps not surprising, children with language deficits often exhibit high rates of problem behavior, and children with behavior disorders tend…
Descriptors: Language Impairments, Behavior Problems, Student Behavior, Language Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Pokorski, Elizabeth A. – TEACHING Exceptional Children, 2019
Many teachers struggle with effectively managing challenging behavior, which occurs in the majority of classrooms serving young children. Teachers of young children (ages 3-8) commonly cite noncompliance, aggression, disruptive behavior, and poor social skills as being among the most challenging behaviors (Snell et al., 2012). For many of these…
Descriptors: Contingency Management, Child Behavior, Young Children, Classroom Techniques
Peer reviewed Peer reviewed
Direct linkDirect link
Coy, Justin N.; Kostewicz, Douglas E. – TEACHING Exceptional Children, 2018
Commonly used in research settings, noncontingent reinforcement (NCR) is a function-based intervention for decreasing challenging behaviors (Carr, Severtson, & Lepper, 2009). Function-based interventions effectively change behavior through detailed analysis of why the behavior occurs (Lane, Kalberg, & Shepcaro, 2009). Practitioners…
Descriptors: Behavior Problems, Developmental Disabilities, Stimuli, Classroom Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Estrapala, Sara; Rila, Ashley; Bruhn, Allison Leigh – TEACHING Exceptional Children, 2018
Students who misbehave represent a range of backgrounds, and behavior problems are likely to be present in both general and special education classrooms. To this end, thousands of schools across the country have adopted positive behavior interventions and supports (PBIS) as a way to prevent and respond to challenging behavior. PBIS is a federally…
Descriptors: Student Behavior, Behavior Problems, Positive Behavior Supports, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Myers, Diane; Freeman, Jennifer; Simonsen, Brandi; Sugai, George – TEACHING Exceptional Children, 2017
Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and…
Descriptors: Classroom Techniques, Student Behavior, Standards, Feedback (Response)
Peer reviewed Peer reviewed
Direct linkDirect link
Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.; Cornelius, Kyena E. – TEACHING Exceptional Children, 2016
Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated small-group instruction is ideal for students with learning disabilities, whole-group instruction continues to be the predominant instructional model in inclusive classrooms. This can create major…
Descriptors: Learning Disabilities, Teaching Methods, Learner Engagement, Group Activities
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  16