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Shawn M. Datchuk; Murphy K. Young; Abigail A. Allen; Leah M. Zimmermann – Intervention in School and Clinic, 2025
Many students with learning disabilities (LD) struggle to develop text-writing fluency: the skill of accurately and efficiently composing multiple words into sentences and passages understandable to readers. In prior studies, researchers have used instructional assessments to control for task difficulty and identify precise areas of text-writing…
Descriptors: Students with Disabilities, Learning Disabilities, Writing Skills, Writing (Composition)
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Christina Novelli – Intervention in School and Clinic, 2025
Automaticity in discrete skills is vital to developing proficiency in the higher-order abilities necessary for successful school, work, and social outcomes. Unfortunately, many students struggle with this automaticity. Strategic incremental rehearsal (SIR) is an efficient flashcard intervention that improves discrete skill acquisition. This…
Descriptors: Elementary School Students, Middle School Students, Students with Disabilities, Learning Disabilities
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Emily Bouck; Mary Bouck; Rubia D. Anderson – Intervention in School and Clinic, 2025
Fractions are an important concept used throughout advanced mathematical ideas and everyday life. Students need a solid understanding of fraction concepts, such as magnitude, equivalence, and operations. However, many students, including students with learning disabilities (LD) in mathematics, struggle with fractions. In this article, the use of…
Descriptors: Mathematics Instruction, Fractions, Elementary School Students, Students with Disabilities
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Emily C. Bouck; Sarah K. Cox; Larissa Jakubow – Education and Training in Autism and Developmental Disabilities, 2025
Researchers have repeatedly found schematic diagrams, both as part of Modified Schema Based Instruction and outside of this problem-solving approach, effective for teaching students with disabilities, including intellectual and developmental disabilities (IDD), to solve math word problems. The current study was a systematic replication of Bouck,…
Descriptors: Visual Aids, Middle School Students, Mathematics Skills, Daily Living Skills
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Christian T. Doabler; Megan Rojo; Jenna A. Gersib; Anna-Maria Fall; Maria A. Longhi; Gail E. Lovette; Greg Roberts; Jasmine Uy; Katharina Johnson; Shadi Ghafghazi; Jason B. Phelps; Sarah R. Powell; William J. Therrien – Journal of Learning Disabilities, 2025
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called…
Descriptors: Students with Disabilities, Mathematics Skills, Reading Skills, At Risk Students
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Shannon S. Hall-Mills; Leesa M. Marante – Learning Disability Quarterly, 2025
The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four…
Descriptors: Students with Disabilities, Language Impairments, Learning Disabilities, Expository Writing
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Jill Locke; Aksheya Sridhar; Wendy Shih; Stephanie Shire; Andria B. Eisman; Emily Kim; Adora Du; Christine Espeland; Connie Kasari – Grantee Submission, 2025
Background: "Remaking Recess (RR)" is a school-based evidence-based peer social engagement intervention for autistic students. RR involves direct training and coaching with educators; however, educators face several barriers to implementation at both the individual- and organizational-levels. This protocol paper describes a multi-site…
Descriptors: Peer Relationship, Elementary School Teachers, Autism Spectrum Disorders, Students with Disabilities