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Bone, Erin K.; Bouck, Emily C.; Satsangi, Rajiv – Exceptionality, 2023
Manipulatives are an effective mathematical tool to support students with disabilities in the area of mathematics. Yet, there remain inconsistencies in terms of which type -- concrete or virtual -- is more effective for students with disabilities working on algebra related content and which type is preferred by students. The researchers used an…
Descriptors: Manipulative Materials, Students with Disabilities, Mathematics Instruction, Algebra
Quick, Nancy A.; Yi, Julia J.; Erickson, Karen A. – Exceptionality, 2023
This descriptive study examined the extratextual utterances of 10 special education teachers as they engaged in shared reading with groups of their students with extensive support needs (ESN) in special education classrooms. The independent variables were grade band (i.e., elementary, middle, high) and students' expressive language (i.e., high…
Descriptors: Special Needs Students, Expressive Language, Case Studies, Comparative Analysis
Peltier, Corey; Vannest, Kimberly J.; Tomaszewski, Brianne R.; Morin, Kristi; Sallese, Mary Rose; Pulos, Joshua M. – Exceptionality, 2022
The current study examined the criterion validity of a computer adaptive universal screener with an end-of-year state mathematics assessment using extant data provided by a local education agency. Participants included 1,195 third through eighth graders. Correlational analyses were used to report predictive and concurrent validity coefficients for…
Descriptors: Adaptive Testing, Computer Assisted Testing, Screening Tests, Mathematics Tests
Thomas, Cathy Newman; Allen, Abigail A.; Ciullo, Stephen; Lembke, Erica S.; Billingsley, Glenna; Goodwin, Marilyn; Judd, Laura – Exceptionality, 2022
Focus groups were conducted with middle school general and special education teachers to investigate their perceptions of Response to Intervention (RTI) reading intervention. Three cross-cutting themes emerged through content analysis: (a) the exigency of professional development, (b) building capacity to implement in middle school, and (c)…
Descriptors: Middle School Teachers, Response to Intervention, Reading Difficulties, Teacher Attitudes
Louick, Rebecca; Scanlon, David – Exceptionality, 2021
This study explored prior experiences that shaped literacy motivation beliefs among adolescents with learning disabilities (LD). Data included student and teacher interviews, teacher response scales, and classroom observations. Two cycles of analysis, using directed content and thematic approaches, resulted in findings that indicate two types of…
Descriptors: Adolescents, Learning Disabilities, Literacy, Reading Motivation
Long, Holly; Bouck, Emily; Domka, Anna – Exceptionality, 2021
Limited research exists to target algebra instruction for students with intellectual and developmental disabilities (IDD). In this study, researchers compared the use of concrete -- with scaffolds added by researchers -- and virtual algebra tiles -- with inherent scaffolds -- to support the acquisition, fluency, and generalization of linear…
Descriptors: Algebra, Mathematics Instruction, Students with Disabilities, Intellectual Disability
Gagnon, Joseph Calvin; Barber, Brian R.; Soyturk, Ilker – Exceptionality, 2020
The current study provides foundational research on the extent to which Florida Title 1 middle schools (schools including grades 7 and/or 8) have policies and practices that align with core components of positive behavioral interventions and supports (PBIS). Principals from 197 (42.73%) of all FL Title 1 schools that included at least grades seven…
Descriptors: Educational Policy, Positive Behavior Supports, Intervention, Program Implementation
Tsai, Shu-Chen; Scott, Terrance M. – Exceptionality, 2020
Much attention has been paid to the role of effective instruction in classroom settings and there is compelling evidence that teacher clarity, student engagement, feedback, and active supervision are keys to student success. In positive behavior interventions and support (PBIS) schools, these principles are applied school-wide with students…
Descriptors: Teacher Student Relationship, Interaction, School Space, Playgrounds
Carriere, Kelly; Krezmien, Michael; Gonzales, Alicia – Exceptionality, 2020
Most schools throughout the United States are adopting Schoolwide Positive Behavior Interventions and Supports (SWPBIS). Many school administrators and PBIS teams appear to be implementing SWPBIS without the implementation of a needs assessment to measure preparedness and buy-in prior to a schoolwide initiative. The current research on SWPBIS…
Descriptors: Positive Behavior Supports, Adoption (Ideas), Program Implementation, Needs Assessment
Bouck, Emily C.; Park, Jiyoon; Levy, Kennedy; Cwiakala, Katie; Whorley, Abbey – Exceptionality, 2020
In theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package--an app-based virtual manipulative (Cuisenaire® Rods) in conjunction with explicit instruction--on students' acquisition and generalization of…
Descriptors: Computer Software, Manipulative Materials, Direct Instruction, Division
Ford, Jeremy W.; Hosp, John L. – Exceptionality, 2019
While curriculum-based measurement (CBM) tools for screening decisions in reading, mathematics, and written language have been well examined, tools for use in content areas (e.g., science and social studies) remain in the beginning stages of research. In this study, two alternate forms of a new CBM tool (Statement Verification for Science; SV-S),…
Descriptors: Curriculum Based Assessment, Science Tests, Screening Tests, Grade 7
Root, Jenny R.; Browder, Diane M. – Exceptionality, 2019
Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the…
Descriptors: Problem Solving, Algebra, Middle School Students, Autism
Mckeithan, Glennda K.; Sabornie, Edward J. – Exceptionality, 2019
In recent years, there has been a rise in the number of students with high functioning autism (HFA) enrolled in general education classes. Many of these students struggle with academic and social-behavioral expectations in school, and minimal research is available to educators related to meeting the needs of such students in secondary educational…
Descriptors: Autism, Pervasive Developmental Disorders, Inclusion, Adolescents
Popova, Svetlana; Lange, Shannon; Burd, Larry; Nam, Seungree; Rehm, Jürgen – Exceptionality, 2016
The current study aimed to estimate the cost associated with special education among children (5 to 14 years) with Fetal Alcohol Spectrum Disorder (FASD) in elementary and middle school by sex, age group, and province and territory in Canada. It was estimated that there were 6,520 students with FASD receiving special education in Canada in…
Descriptors: Fetal Alcohol Syndrome, Special Education, Children, Elementary School Students
Ullery, Mary Anne; Katz, Lynne – Exceptionality, 2016
This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure…
Descriptors: Middle School Students, Student Placement, Special Education, Early Intervention
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