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Root, Jenny R.; Jimenez, Bree A.; Saunders, Alicia F.; Stanger, Carol – Exceptionality, 2020
This article examines the role that replication research has played in the development and refinement of mathematics interventions for learners with extensive support needs. By highlighting 16 research studies, we seek to inform stakeholders of lessons learned and knowledge gained through replication. These studies show that when given…
Descriptors: Educational Research, Replication (Evaluation), Mathematics Education, Intervention
Morano, Stephanie; Flores, Margaret M.; Hinton, Vanessa; Meyer, Jillian – Exceptionality, 2020
This study compares the effects of a concrete-representational-abstract (CRA) intervention against a modified CRA-Integrated (CRA-I) intervention using a pretest-posttest design with random assignment of matched pairs to intervention conditions. The researchers designed both interventions to improve participants' understanding of and ability to…
Descriptors: Students with Disabilities, Intervention, Mathematical Concepts, Concept Formation
Peltier, Corey; Lingo, Mindy E.; Deardorff, Malarie E.; Autry, Faye; Manwell, Carli R. – Exceptionality, 2020
Instruction geared toward priming the underlying problem structures was suggested as an evidence-based practice for students with a learning disability. Schema-based instruction is one intervention aligned with this principle. We extended prior work by: (1) using a teacher as the implementer; (2) providing teacher flexibility in intervention…
Descriptors: Word Problems (Mathematics), Problem Solving, Mathematics Instruction, Teaching Methods
Granger, K. L.; Sutherland, K. S.; Conroy, M. A.; Hetrick, A. A.; Parnell, E. – Exceptionality, 2020
The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Student Behavior
Charlton, Cade T.; Sabey, Christian V.; Young, Ellie L.; Moulton, Sara E. – Exceptionality, 2020
A Multi-Tiered System of Supports (MTSS) is a framework for organizing and integrating academic, social, and emotional supports within a school. Full implementation of MTSS establishes a continuum of readily-available supports matched to student needs. Federal education statute and state-education agencies (SEAs) have prioritized the scale-up of…
Descriptors: Positive Behavior Supports, Critical Incidents Method, Program Implementation, Intervention
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
van Dijk, Wilhelmina; Lane, Holly B. – Exceptionality, 2020
Misconceptions about the brain and its relation to education are widespread. This can lead to the implementation of ineffective methods and the waste of precious resources. To examine the extent of belief in neuromyths, a survey about the brain in education was conducted. Respondents (n = 169) came from special education (n = 83) and general…
Descriptors: Brain, Misconceptions, Beliefs, Education
Hott, Brittany L.; Brigham, Frederick – Exceptionality, 2020
This study examined the effects of three response options (traditional responding, response cards, and response systems) on the mathematics performance, participation, and time on-task of secondary students with emotional or behavioral disorders (EBD). A three-way crossover design was utilized to evaluate the efficacy of response options in…
Descriptors: Mathematics Achievement, Student Participation, Time on Task, Behavior Disorders
Mayes, Susan Dickerson; Waschbusch, Daniel A.; Calhoun, Susan L.; Mattison, Richard E. – Exceptionality, 2020
Little is known about the characteristics of academic overachievers, children whose achievement significantly exceeds IQ. Correlates of overachievement (achievement test scores = 1 SD above IQ), nondiscrepant achievement, and learning disability (LD; achievement = 1 SD below IQ) were analyzed in 1,543 children (739 ADHD, 285 autism, and 519…
Descriptors: Overachievement, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Autism
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
Ok, Min Wook; Bryant, Diane Pedrotty; Bryant, Brian R. – Exceptionality, 2020
Over the past decades, there has been a significant increase in the use of computers and mobile devices in schools as part of mathematics instruction for students with learning disabilities (LD). The purpose of this synthesis was to provide a systematic review of the research on the effects of computer-assisted instruction (CAI) for both computers…
Descriptors: Computer Assisted Instruction, Mathematics Instruction, Mathematics Achievement, Learning Disabilities
Mukhopadhyay, Sourav; Mangope, Boitumelo; Moorad, Fazlur – Exceptionality, 2019
A review of educational policies and procedures in Botswana reveals that inclusion of learners with special educational needs (SENs) in regular classrooms is currently the main policy and school practice. However, there are variations in the way inclusion is being practiced and implemented throughout the country. The purpose of this present study…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Elementary School Students
Wyman, Joshua D.; Lavoie, Jennifer; Talwar, Victoria – Exceptionality, 2019
Globally, children with intellectual disabilities are at an increased risk of being victims of maltreatment compared to those without disabilities. Among the children who do disclose the abuse, limitations with communication and working memory can result in their allegation being perceived as not credible. There are several evidence-based…
Descriptors: Best Practices, Interviews, Children, Intellectual Disability