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Direct linkHott, Brittany L.; Berkeley, Sheri; Reid, Campbell C.; Raymond, Lesli – Exceptionality, 2020
Practitioner journals are one means of translating research to practice. This study explored the extent behavioral interventions for students with mild disabilities are disseminated through special education practitioner journals. Researchers reviewed 3,298 articles published between 1988 and 2017 in four prominent special education practitioner…
Descriptors: Special Education Teachers, Periodicals, Mild Disabilities, Intervention
Munsell, Elizabeth G. S.; Coster, Wendy J. – Exceptionality, 2021
Youth with autism spectrum disorder (ASD) have poor post-secondary outcomes, including those with high-functioning ASD (HFASD), who do not have intellectual disability. Special education services for youth with HFASD often focus on academic outcomes rather than preparing students for negotiating other aspects of adult life. This scoping review…
Descriptors: Literature Reviews, Intervention, Self Management, Daily Living Skills
Kim, Sunyoung – Exceptionality, 2019
There is a growing need to consider the cultural responsiveness of behavioral interventions for individuals with disabilities, given increasing diversity in the United States. This study examined the effectiveness of peer-mediated pivotal response treatment (PRT) on social behaviors of Korean American children with autism, an understudied yet…
Descriptors: Autism, Pervasive Developmental Disorders, Social Behavior, Prompting
Garwood, Justin D.; Van Loan, Christopher L. – Exceptionality, 2019
Social skills are necessary for success in school as they facilitate peer acceptance and student-teacher relationships and promote academic achievement. One social skills intervention that has received significant attention from researchers and has been endorsed by special education teachers is Social Stories. However, the extant research on this…
Descriptors: Story Telling, Interpersonal Competence, Students with Disabilities, Behavior Disorders
Mckeithan, Glennda K.; Sabornie, Edward J. – Exceptionality, 2019
In recent years, there has been a rise in the number of students with high functioning autism (HFA) enrolled in general education classes. Many of these students struggle with academic and social-behavioral expectations in school, and minimal research is available to educators related to meeting the needs of such students in secondary educational…
Descriptors: Autism, Pervasive Developmental Disorders, Inclusion, Adolescents
Granger, K. L.; Sutherland, K. S.; Conroy, M. A.; Hetrick, A. A.; Parnell, E. – Exceptionality, 2020
The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Student Behavior
