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…

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…

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…

For education to be a means of social transformation that is equitable for all, including students with disabilities, it is important for educators to understand and infuse student's multiple social identities and culture into educational planning and preparation for life. Intersectionality theory is a way to understand inequities by acknowledging…

While the COVID-19 pandemic drastically affected families, it also accelerated the availability and use of video conferencing technology in their homes. Families will continue to experience challenges, even when children safely return to in-person instruction. The purpose of this article is to demonstrate how practitioners can use behavioral…

Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper…

Children on the autism spectrum often experience difficulty generalizing social skills across environments and contexts, which can make developing friendships challenging in early childhood. This means that, in addition to initial social skills instruction, children with autism may need specialized supports to promote the generalization of newly…

Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers…

Independence is a critical skill in preparing students with disabilities for success after high school. Secondary special education teachers equip their students toward task independence across skill domains (e.g., employment, independent living), yet there is little guidance regarding a simple and systematic way to do so. MADE 2 FADE (M2F) is a…

General and special education teachers report feeling inadequate in providing social skill instruction to students. Yet, researchers and government bodies (ASELA, 2015) report students receiving social skill instruction display marked improvements in: (a) motivation to learn, (b) commitment to school, (c) time devoted to schoolwork, (d) mastery of…

The United States has made many advances in establishing a culture of acceptance and inclusivity for individuals with disabilities. Through best practices in K-12 education, students with disabilities are becoming more independent and empowered, however, there are many potential risks students with disabilities face, especially in the area of…

Physical activity (PA) promotion for children with disabilities tends to be less of a priority in physical education teacher education programs when compared with a focus on motor and sport-specific skills and strategies. As a result, physical education teachers tend to have less competence in promoting PA of students with disabilities, leaving…

Prenatal exposure to alcohol causes a pattern of brain-based deficits and is associated with behavioral challenges (Wozniak et al., 2019). Understanding the neurocognitive behaviors common among individuals with fetal alcohol spectrum disorders (FASD) can increase teachers' effectiveness (Tremblay et al., 2017). Environmental changes, such as…

This article describes a process for the incidental teaching of conversation skills to students with autism spectrum disorder (ASD) in inclusive settings. The incidental teaching of conversation skills is an effective naturalistic intervention for assisting students with ASD to improve their social communication skills. Special educators and other…

The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during…