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Marissa J. Filderman; Samantha A. Gesel – TEACHING Exceptional Children, 2024
Data-based decision making (DBDM) is a process of using student data to inform instructional decisions and intensify intervention for students whose data indicate inadequate academic and behavioral progress. Data teams, an important structure for DBDM, are a collaborative group of school faculty who meet to systematically analyze student data,…
Descriptors: Evidence Based Practice, Decision Making, Data Use, Intervention
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Robert Paul Maddox II; James Rujimora; Lindsey M. Nichols; Mia Kim Williams; Tiffany Hunt; Richard Allen Carter Jr. – TEACHING Exceptional Children, 2024
In this manuscript a review of the prevalence of trauma among students in the United States and its impact on child development and the educational environment is conducted. Case vignettes are used to highlight the impact of trauma present in schools and a framework for implementing trauma-informed care (TIC) in special education is explored. The…
Descriptors: Students, Trauma, Incidence, Trauma Informed Approach
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Gretchen Scheibel – TEACHING Exceptional Children, 2024
For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classrooms. Though many resources exist to help educators locate and select these practices educators face barriers which make these practices infeasible or…
Descriptors: Students, Student Needs, Evidence Based Practice, Decision Making
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Michael J. Kennedy; John Elwood Romig – TEACHING Exceptional Children, 2024
There are numerous reasons why students with disabilities struggle in school. A key reason is professionals in the field may not pay enough attention to students' overwhelmed cognitive capacity. Cognitive load theory explains that all humans have limited capacity at any given time to use their auditory, visual, and tactile inputs (independently or…
Descriptors: Cognitive Processes, Difficulty Level, Learning Theories, Students with Disabilities
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Bree Jimenez; Jenny Root; Jordan Shurr; Emily C. Bouck – TEACHING Exceptional Children, 2024
Teaching requires attention to individual student needs by providing both adequate challenge and sufficient support to help students successfully gain academic skills (Shurr et al., 2019). The learning stages framework divides typical learning into four distinct stages: acquisition, fluency, maintenance, and generalization (Collins, 2012; Haring…
Descriptors: Learning Processes, Student Evaluation, Goal Orientation, Mathematics Instruction
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Asha K. Jitendra; Barbara Dougherty; Victoria Sanchez; Luisana Suchilt – TEACHING Exceptional Children, 2024
Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within…
Descriptors: Multiplication, Mathematics Instruction, Students with Disabilities, Learning Disabilities
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Ayvazo, Shiri; Brill, Alit; Magal, Karen Samuel – TEACHING Exceptional Children, 2023
Problem-solving is a skill of fundamental importance for populations with developmental delays, and especially for students with Autism Spectrum Disorder (ASD). Training students with ASD to solve ill-defined problems is a challenging objective for educational and therapeutic teams. This is due to the myriad of unpredictable situations presented…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Teaching Methods, Intervention
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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
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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
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Cumming, Michelle M.; Criado, Cristina; Park, Jeehyun; Arango, Alexandra; Rodriguez, Maria L.; Ali, Michael – TEACHING Exceptional Children, 2023
For students with significant behavior problems, difficulties with executive function (EF) and associated self-regulation are not uncommon, and middle school is a crucial period when students are at greater risk for escalating behaviors that have long-term impacts (e.g., school dropout, incarceration; Kauffman & Landrum, 2018). Therefore, in…
Descriptors: Middle School Students, Student Behavior, Behavior Problems, Antisocial Behavior
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Estrapala, Sara; Grieshaber, Jamie – TEACHING Exceptional Children, 2023
Self-determination can support student mental health, particularly related to internalizing behaviors, because self-determined actions enable self-motivating consequences (i.e., self-efficacy). Self-regulation--a subset of self-determination--is often utilized by interventionists to improve self-determination and student behavior. Self-regulation…
Descriptors: Self Determination, Self Control, Self Motivation, Intervention
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Kelly, Samantha; Nielsen-Pheiffer, Christiana M.; Kern, Lee; Abed, Kalim; Wehby, Joseph H. – TEACHING Exceptional Children, 2023
One successful approach for proactively reducing problem behavior is the use of a multitiered system of supports (MTSS). MTSS is usually comprised of three tiers, with an increasing intensity of support at each tier to meet student needs. Tier 1 includes preventive strategies staff implement with all students. Typically, Tier 2 behavioral…
Descriptors: Multi Tiered Systems of Support, Positive Behavior Supports, Student Behavior, Behavior Problems
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Flanagan, Sara M. – TEACHING Exceptional Children, 2023
For many students with high-incidence disabilities, they may experience challenges with written expression, beginning with brainstorming on-topic information prior to writing. One way to support brainstorming and, ultimately, content generation, is using concept mapping as a prewriting strategy. Concept maps are not writing-task specific, allowing…
Descriptors: Technology Uses in Education, Concept Mapping, Writing (Composition), Prewriting
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White, Allison N.; Oteto, Noel E.; Brodhead, Matthew T. – TEACHING Exceptional Children, 2023
One antecedent-based intervention -- choice-making opportunities -- is an easy and effective way to motivate students with autism to stay on task, complete academic tasks, and engage in appropriate behavior during academic instruction. The purpose of this article is to discuss three main methods for incorporating choice-making opportunities and…
Descriptors: Student Motivation, Time on Task, Student Behavior, Teaching Methods
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Haymes, Linda K.; Storey, Keith – TEACHING Exceptional Children, 2023
Individual with intellectual disabilities can have special health care concerns and will often need support in managing their health care needs. These health care needs can include diabetes, obesity management or fitness. Activity trackers have become widely available as a tool for managing health needs by monitoring number of steps, activities,…
Descriptors: Intellectual Disability, Health Conditions, Health Needs, Physical Activity Level
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