| Title | Date | Views | Brief Description |
|---|
| EFFECTS OF MULTILEVEL SUPPORT ON FIRST-GRADE TEACHERS’ USE OF RESEARCH-BASED STRATEGIES DURING BEGINNING READING INSTRUCTION |
2013 |
2053 |
The purpose of this study was to examine the effects of multilevel support on first-grade teachers’ accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. Te... |
| Effects of direct instruction on the use of and response to prepositions by students with an intellectual disability |
2011 |
2693 |
Students with an intellectual disability often struggle with significant language delays or impairments. Although this population of students can acquire language skills, they often require methods of explicit instruction of language skills to do so.... |
| EFFECTS OF PROXIMITY FADING AND TASK BREAKS ON GROUP RESPONDING DURING DIRECT INSTRUCTION FOR STUDENTS WITH AUTISM |
2014 |
1733 |
The purpose of this study was to investigate the effects of proximity fading and task breaks on responding during small group Direct Instruction in mathematics with students with ASD and the extent to which students demonstrate academic accuracy and ... |
| THE EFFECTS OF COACHING ON TEACHERS’ USE OF FUNCTION-BASED INTERVENTIONS FOR STUDENTS WITH SEVERE DISABILITIES |
2012 |
2955 |
The purpose of this study was to evaluate the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities through the use of a delayed multiple baseline across participants ... |