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Tankersley, Melody, Ed.; Cook, Bryan G., Ed.; Landrum, Timothy J., Ed. – Advances in Learning and Behavioral Disabilities, 2022
Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS,…
Descriptors: Learning Disabilities, Behavior Disorders, Intervention, Special Education
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Cook, Bryan G., Ed.; Tankersley, Melody, Ed.; Landrum, Timothy J., Ed. – Advances in Learning and Behavioral Disabilities, 2021
Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to…
Descriptors: Learning Disabilities, Student Rights, Academic Support Services, Evidence Based Practice
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Kilgus, Stephen P.; Klingbeil, David A. – Advances in Learning and Behavioral Disabilities, 2021
Tier 2 intervention is defined by the application of brief, efficient, and accessible supports for students who are at risk for social-emotional and behavioral concerns. Historically, Tier 2 interventions have been delivered in accordance with a standard protocol, with each student receiving the same general strategy in an undifferentiated manner.…
Descriptors: Intervention, Behavior Change, At Risk Students, Emotional Disturbances
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Buren, Molly K.; Johnson, Austin H.; Maggin, Daniel M.; Bains, Bhawandeep K.; Galligan, Megan R. Ledoux; Couch, Lauren K. – Advances in Learning and Behavioral Disabilities, 2021
Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the importance of evidence-based practice to special education, the research-to-practice gap remains a persistent challenge to the successful dissemination of effective,…
Descriptors: Evidence Based Practice, Special Education, Educational Research, Research Utilization
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Solari, Emily J.; McIntyre, Nancy S.; Dynia, Jaclyn M.; Henry, Alyssa – Advances in Learning and Behavioral Disabilities, 2021
Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years, researchers have begun to investigate subcomponent skills of reading comprehension for children with ASD in order to better understand its development and potential…
Descriptors: Reading Achievement, Reading Comprehension, Decoding (Reading), Reading Fluency
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Forbes, Heather J.; Johnson, Jenee Vickers; Travers, Jason C. – Advances in Learning and Behavioral Disabilities, 2021
The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many interventions illustrate scientific progress toward an evidence-based profession, many special educators may find it challenging to discriminate between scientifically validated…
Descriptors: Special Education, Special Education Teachers, Students with Disabilities, Educational Practices
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Kauffman, James M.; Mattison, Richard E.; Gregory, Michael – Advances in Learning and Behavioral Disabilities, 2021
The authors speculate only about relatively short-term advances in special education for students with emotional and behavioral disorders. Speculation is confined to the overlapping areas of core values, technologies, neuroscience, and law/policy. In core values, the authors hope to see a resurgence of commitment to special, effective instruction…
Descriptors: Emotional Disturbances, Behavior Disorders, Special Education, Values
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Beahm, Lydia A.; Cook, Bryan G. – Advances in Learning and Behavioral Disabilities, 2021
The research-to-practice gap occurs when practices supported as effective by research are infrequently used in applied settings, such as classrooms. This gap may be due to teachers preferring to use practices they find to be trustworthy, usable, and accessible. Instead of relying on research, teachers frequently use resources from other teachers,…
Descriptors: Evidence Based Practice, Theory Practice Relationship, Teacher Effectiveness, Instructional Effectiveness
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Lembke, Erica S.; McMaster, Kristen L.; McKevett, Nicole; Simpson, Jessica; Birinci, Seyma – Advances in Learning and Behavioral Disabilities, 2021
Many students in the United States struggle to achieve proficiency in writing. Writing is an important skill to develop, as it is a way for students to communicate what they know and integrate knowledge and critical thinking skills. A lack of writing proficiency can have a significant impact on academic performance in secondary school and on…
Descriptors: Educational Innovation, Emergent Literacy, Writing Skills, Intervention
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Cook, Bryan G.; Beahm, Lydia A.; Myers, Anna Moriah; VanUitert, Victoria J.; Wilson, Sarah Emily – Advances in Learning and Behavioral Disabilities, 2021
Scientific research provides a reliable means for developing and accumulating knowledge bases to guide policy and practice. However, evidence from meta-research and large-scale replication projects suggests that the published research base likely reflects bias, which threatens the validity and credibility of research-based recommendations.…
Descriptors: Science Education, Special Education, Educational Research, Scientific Research
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Clement-Lam, Silvia Siu-Yin; Lau, Airey Nga-Lui; Kearns, Devin M. – Advances in Learning and Behavioral Disabilities, 2021
Neuroimaging research has substantially enhanced our understanding of the neurobiological mechanisms of typical and atypical learning in children. These developments can advance the design of novel approaches to diagnosis and intervention for learning disabilities. Despite the promise of educational neuroscience, there are still walls between…
Descriptors: Neurosciences, Special Education, Educational Research, Learning Disabilities
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Chovanes, Jacquelyn; Papalia, Anne O.; Bateman, David F.; Yell, Mitchell – Advances in Learning and Behavioral Disabilities, 2021
This chapter describes possible effects of the 2017 "Endrew F." Supreme Court decision that raised the "de minimus" standard established in 1982 in "Board of Education of the Hendrick Hudson School District v. Rowley." In Rowley, the court held school districts provided an appropriate education to students with…
Descriptors: Students with Disabilities, Court Litigation, Individualized Education Programs, Public Education
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VanUitert, Victoria J.; Kennedy, Michael J.; Carlisle, Lindsay M. – Advances in Learning and Behavioral Disabilities, 2021
Students with disabilities consistently underperform on academic achievement tests. In part, this is due to teachers being underprepared to provide the evidence-based instruction needed to help students with disabilities succeed. Historically, professional development (PD) has been provided to educators yielding disappointing results. In this…
Descriptors: Faculty Development, Students with Disabilities, Achievement Gap, Evidence Based Practice
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Landrum, Timothy J., Ed.; Cook, Bryan G., Ed.; Tankersley, Melody, Ed. – Advances in Learning and Behavioral Disabilities, 2018
The challenges associated with the education and treatment of children and youth with emotional and behavioral disorders (EBD) have proven to be both persistent and exceedingly complex. Thus, our best hope for improving outcomes for students with or at risk for EBD lies not in miracle cures or the eradication of all disorders, but in the…
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Students, Research
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Cook, Bryan G., Ed.; Tankersley, Melody, Ed.; Landrum, Timothy J., Ed. – Advances in Learning and Behavioral Disabilities, 2016
It is important that stakeholders are aware of practices supported as effective for students with learning and behavioral disabilities in order to provide instruction that results in improved learner outcomes. Perhaps equally important, stakeholders should also know which practices have been shown by research to be ineffective (e.g., have no,…
Descriptors: Educational Practices, Special Education, Students with Disabilities, Program Effectiveness
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