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Download full textHart, Elizabeth J.; Doyle, Lilian; Cantero, Chloe; Garrington, Faith O. – Office of Special Education Programs, US Department of Education, 2022
Self-regulation is a set of abilities and skills that allow an individual to adjust their emotions, behaviors, and cognitions to meet demands. These sets of skills are obtained over an individual's lifespan, but the acquisition of these skills is highly regarded in early childhood and is a predictor of academic achievement. Students use…
Descriptors: Self Control, Skill Development, Students with Disabilities, Elementary Secondary Education
Avina, Ashleigh; Boyle, Jessica; Duble Moore, Tobey; Hicks, Elizabeth A.; Wiggins, Diana M. – Office of Special Education Programs, US Department of Education, 2022
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Student Behavior, Program Effectiveness, Students with Disabilities
Lariviere, Danielle O.; Agrawal, Vishakha; Wang, Jiaxin Jessie – Office of Special Education Programs, US Department of Education, 2022
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Bilingualism, Students with Disabilities, Intervention, Special Education
Crowell, Gabrielle; Thoele, Jillian; DeAngelo, Sarah; Reilly, Amber – Office of Special Education Programs, US Department of Education, 2021
An often overlooked but simple antecedent modification is student choice. Student choice can be incorporated with a variety of individuals and across a multitude of activities (Texas Statewide Leadership for Autism, 2013). Choice can be as simple as letting a student choose the assignment they want to complete first (Cosden et al., 1995; Kern…
Descriptors: Student Behavior, Behavior Problems, Behavior Modification, Elementary School Students
Chandler, Brennan W.; Bourget, Jessica L.; Reno, Emily A. – Office of Special Education Programs, US Department of Education, 2021
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Writing Instruction, Students with Disabilities, Evidence Based Practice
Zagata, Elizabeth; Payne, Blair; Arsenault, Tessa – Office of Special Education Programs, US Department of Education, 2021
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Literacy, Mathematics Education, Mathematics Instruction, Reading Difficulties
Hugh, Maria Lemler; Conner, Carlin; Stewart, Jennifer – Office of Special Education Programs, US Department of Education, 2018
Students who are slow to respond to traditional instruction and intervention require intensified intervention. Visual Activity Schedules (VAS) are an evidence-based type of visual support that provide sequential organization of the steps for an activity or skill. VAS can be aligned with individual student needs, including behavioral support. VAS…
Descriptors: Teaching Methods, Intervention, Autism, Pervasive Developmental Disorders
Martin, BrittanyLee; Sargent, Katie; Van Camp, Alyssa; Wright, Jessica – Office of Special Education Programs, US Department of Education, 2018
In a multi-tiered system of support, we often conceptualize intensive interventions as supplemental academic or behavior supports delivered to a small group of students at Tier 2 or intensive, individualized supports at Tier 3. At Tier 2, some students may not initially respond to the standard protocol of an intervention. In these situations, it…
Descriptors: Behavior Modification, Evidence Based Practice, Teaching Methods, Responses
Pennington, Brittany; Pokorski, Elizabeth A.; Kumm, Skip; Sterrett, Brittany I. – Office of Special Education Programs, US Department of Education, 2017
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Special Education, Disabilities, Reading Difficulties
Didion, Lisa Anne; Gesel, Samantha A.; Martinez-Lincoln, Amanda; Leonard, Kaitlin – Office of Special Education Programs, US Department of Education, 2017
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Special Education, Motivation Techniques, Training
Braun, Gina; Austin, Christy; Ledbetter-Cho, Katherine – Office of Special Education Programs, US Department of Education, 2017
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Special Education, Reading Instruction, Reading Comprehension
Walte, Samantha; Brown, Christerralyn; Wallace, Theresa – Office of Special Education Programs, US Department of Education, 2017
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Special Education, Prompting, Scaffolding (Teaching Technique)
Office of Special Education Programs, US Department of Education, 2015
The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified for support small-group instruction, or amplified further for individual students. These strategies can help teachers…
Descriptors: Evidence Based Practice, Student Behavior, Intervention, Positive Behavior Supports
