|Back to Basics: Rules, Praise, Ignoring, and Reprimands Revisited
||Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there...
|Can You Hear Me Now? : Evaluation of an Online Wireless Technology to Provide Real-Time Feedback to Special Education Teachers-In-Training
||In this study, the authors examine whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom practices. Participants include 15 teachers enrolled in a field-based graduate s...
|Effective Crisis Management Planning: Creating a Collaborative Framework
||Violence has permeated the fabric of public schools. Many teachers are fearful, unprepared, and ill equipped to deal with dangerous student behavior. One of the major impacts of the lack of active crisis planning and management has been unsafe classr...
|The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement, Accuracy, and Productivity
||In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase ...
|ENGAGE: a blueprint for incorporating social skills training into daily academic instruction.(Examine the Demands of Curriculum and Instruction, Note Essential Social Skills, Go Forward and Teach, Actively Monitor, Gauge Progress, Exchange Reflections)(Report).
||Student success in school depends, in part, on adequate social-interpersonal skills. Yet, in a time when all students are expected to reach specified academic goals, school personnel are hard-pressed to find ways to address the social-interpersonal b...
|Graphic Organizers: Tools to Build Behavioral Literacy and Foster Emotional Competency
||Too frequently, current approaches to discipline de-emphasize the importance of social, emotional, and behavioral instruction and overemphasize the use of punishment. When reactive, punitive consequences are the primary form of discipline, a negative...
|Intervention assistance: is it substance or symbolism?
||In 1990, the Commonwealth of Pennsylvania revised its special education standards to require intervention-assistance services (i.e., Instructional Support Teams or ISTs) for elementary-age (K-6) public school students who experience academic or behav...
|Introduction to the special issue: improving outcomes for students with exceptionalities in the general curriculum.
||Beginning with Public Law 94-142 (see Education for All Handicapped Children Act [IDEA] of 1975, codified and amended as Individuals With Disabilities Education Act of 2000), a succession of legislative acts has had a powerful influence on public edu...
|Message From the Guest Editors: An Introduction to the Special Issue—Part I
||Being strategic implies intentionality. It involves knowing what one wants to happen, and then intentionally seeing that it occurs. It also implies having a toolbox from which one can pull tools or tactics to apply, and it implies selecting the best ...
|Message From the Guest Editors: An Introduction to the Special Issue—Part II
||As we posited in Part I of this special issue, time is an important consideration for teachers to address when they are teaching students how to acquire, maintain, and generalize strategic approaches to learning. Time also poses a quandary to the edu...
|On the Same Page: Practical Techniques to Enhance Co-Teaching Interactions
||As increasing numbers of students with disabilities are taught in general education classrooms, co-teaching has become an established method of special education service provision. No longer viewed by education professionals as a collaborative model-...
|Parents as Equal Partners: Balancing the Scales During IEP Development
||Fifteen years ago, as a beginning special education teacher, I was proud of the preparation I had received in developing individualized education programs (IEPs). I was confident in my knowledge and skills and spent long hours after school and on wee...
|Promote Student Success During Independent Seatwork
||Students with learning and behavioral disorders often lack the requisite academic skills and behavioral self-control to remain engaged during passive seatwork activities. Because independent seatwork composes a large portion of the instructional time...
|REACH: a framework for differentiating classroom instruction
||Today, teachers are responsible not only for meeting the diverse needs of all students but also for ensuring improved educational outcomes. Accordingly, school personnel are seeking proven ways to strengthen traditional classroom practices. Beginning...
|Strategic Solutions to Promoting Incremental Change
||Being strategic at facilitating change in the quality of accommodations employed on behalf of students with learning disabilities means focusing on aspects that can be changed (teacher-specific variables) rather than those that cannot or are more dif...
|Transfiguring It Out: Converting Disengaged Learners to Active Participants
||Do you want to help students believe in themselves and their learning potential? This article addresses the challenge of disengaged students and provides teachers with a "transfiguration" model that uses a practical and robust strategy to transform d...
|Use of Strategic Self -Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities
||This study investigated the effects of a strategic self-monitoring intervention (i.e., The University of Alabama ACT-REACT) on the academic engagement, nontargeted problem behavior, productivity, and accuracy of students with and without disabilities...
|Using Due Process Opinions as an Opportunity to Improve Educational Practice
||There is little question that today’s society is a litigious one, and few professions can escape the realities of such. Although there is no mandate for national data collection on special education due process hearings (Ahearn, 2002), Chambers, Harr...