There is a need for more research on selective or Tier 2 interventions to support students with challenging classroom behaviors. Existing Tier 2 interventions lack effective mechanisms such as autonomy support, which are shown to improve student-teacher relations and build competencies in the form of social or intra and interpersonal skills. The…

Assistive technology supports students with disabilities in a variety of ways, including serving as a means of instruction. Although virtual manipulatives can serve as an assistive technology tool, limited research examines virtual manipulatives in-and-of-themselves to support students with disabilities. This study explored app-based virtual…

This study examined the effects of teacher self-monitoring combined with peer teacher feedback on their use of behavior-specific praise (BSP). We also examined its effect on children's academic engagement. The study was conducted in general education classrooms at a Japanese elementary school using a multiple-probe design across participants.…

For more than 20 years, the schoolwide positive behavioral interventions and supports (SWPBIS) literature base has been growing as it relates to implementation and sustainability across various settings and grade levels. While the research is clear that SWPBIS is an effective multitiered framework, gaps in the literature exist. Specifically, the…

This multiple case study examines practices of educators in high schools called "odds-beaters". These schools are exemplary in that they consistently achieve better-than-predicted graduation outcomes among economically disadvantaged, African-American/Black, Hispanic/Latino, and English language learners. Findings from this study revealed…

Transition for students with disabilities has been the focus of educational policies for several decades. Still, students with disabilities, including those with a specific learning disability (SLD), continue to experience difficulties transitioning to post-school environments, particularly post-secondary education (PSE). The Individuals with…

Students with learning disabilities seek postsecondary education at rates comparable to their peers yet lag behind on retention and graduation rates. This research used InQuiry methodology to analyze 44 individual perspectives from multiple K12 and postsecondary stakeholders. Quantitative data analysis generated a four-factor solution, identifying…

Schools are adopting tiered systems to prevent and respond to students' academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a…

With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes the need to provide teachers with research-supported strategies. Using one evidence-based strategy for teaching mathematics to students with high incidence disabilities, and another for teaching…

Special education teachers' practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative…

We conducted a review of the literature on articles published between 1987 and 2017 on the application of constant time delay (CTD) as an instructional procedure to teach students with mild or moderate intellectual disability. An analysis of 18 empirical studies supported the effectiveness of the CTD procedure. Measures included acquisition,…

Schools are seeking additional ways to cultivate positive school climate and culture, address problematic behavior, and increase the social-emotional behavior competencies of students. Restorative Practices (RP) is a whole-school practice that emphasizes prevention and positive responses to challenging behavior that can be used across all settings…

This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…

The majority of the research on school suspension practices has focused on individual student-level factors and their relationship to school suspension practices. A substantial number of studies have examined race and/or disability status as predictors of suspension (Camacho & Krezmien, 2018; Krezmien, Travers, & Camacho, 2017; Sullivan,…

In-service and coaching can increase teachers' use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers' use of research-based strategies during beginning reading instruction. Teachers were trained to enhance…