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Peer reviewed
Download full textCarissa Hernandez; Saili S. Kulkarni – Journal of the American Academy of Special Education Professionals, 2019
The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Community Based Instruction is instruction that takes place outside of the school campus and provides students with real life experiences that can help them become more…
Descriptors: Students with Disabilities, Community Based Instruction (Disabilities), Experiential Learning, Daily Living Skills
Direct linkLisa A. Riggi – ProQuest LLC, 2022
The program evaluation examined the eighth-grade unit of the Second Step Program as implemented to special education students attending an approved private special education program (APSEP) in Connecticut. At the APSEP, special education students struggle to develop peer relationships, lack feelings of self-efficacy, and require a high level of…
Descriptors: Social Emotional Learning, Students with Disabilities, Special Education, Grade 8
Monay Legette – ProQuest LLC, 2021
This qualitative study analyzes the effects that RENEW, a person-centered goal planning model, has on students with disabilities that are in an alternative school setting. Students in sixth through twelfth grade participated in this study to determine if RENEW can affect students' awareness of post-secondary options and assist with post-high…
Descriptors: Middle School Students, High School Students, Grade 6, Grade 7
Evmenova, Anya S.; Regan, Kelley; Ahn, Soo Y.; Good, Kevin – Learning Disabilities: A Contemporary Journal, 2020
Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded…
Descriptors: Teaching Methods, Educational Technology, Technology Uses in Education, Writing Instruction
Brasseur-Hock, Irma F.; Miller, Whitney; Washburn, Jocelyn; Chroust, Alyson J.; Hock, Michael F. – International Journal for Research in Learning Disabilities, 2021
We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program's impact. We evaluated 235 students with low reading achievement…
Descriptors: Program Evaluation, Middle School Students, Reading Programs, Reading Instruction
Mac Iver, Martha Abele; Byrnes, Vaughan; Mac Iver, Douglas J.; Clark, Emily – Grantee Submission, 2021
This study used comparative interrupted times series analyses to assess the impact of a continuous improvement-focused family engagement intervention on ninth grade attendance and course passing rates. The intervention, conducted in an urban district, sought to improve middle and high school family engagement practices during the transition to…
Descriptors: Program Effectiveness, Family Involvement, Grade 9, Attendance
Özaydin, Latife; Kayhan, Nilay; Toker, Merih; Karahan, Sevim – International Journal of Psycho-Educational Sciences, 2017
Various studies conducted into mainstreaming implementations in preschool and primary school but implementations in light of data are rare in the secondary schools. To provide valuable insights to this gap in the literature, the present study was conducted to identify the requirements in resource room implementations in a secondary school and…
Descriptors: Resource Room Programs, Program Implementation, On the Job Training, Faculty Development
Houston Independent School District, 2020
The Resilient Outstanding Sisters Exemplifying Success (ROSES) program was implemented in the Houston Independent School District (HISD) during the 2019-2020 school year. The program targeted female students of color through psychosocial support and school-based mentoring by leveraging community resources, partnerships, and advocacy. A total of…
Descriptors: School Districts, Females, Minority Group Students, Mentors
Fitch, Mark Joseph – ProQuest LLC, 2013
The Individuals with Disabilities Act of 2004 allowed schools to use a Response to Intervention (RtI) model as opposed to the discrepancy model to qualify students as learning disabled. The incorporation of the RtI model provided earlier interventions for students and reduced avoidance of special services and false diagnosis. With the success of…
Descriptors: Response to Intervention, Program Implementation, Middle Schools, Middle School Students
Blik, H.; Harskamp, E. G.; Naayer, H. M. – Journal of Classroom Interaction, 2016
In the Netherlands, students with intellectual disabilities (ID) attend practical education (PE). Teachers generally use demonstration as a form of direct instruction (DI) and students have difficulty working independently. Strategy instruction (SI) is a question-answer-based method that stimulates students' autonomy by getting them to verbalize…
Descriptors: Foreign Countries, Intellectual Disability, Direct Instruction, Teaching Methods
Ciullo, Stephen; Lembke, Erica S.; Carlisle, Abigail; Thomas, Cathy Newman; Goodwin, Marilyn; Judd, Laura – Learning Disability Quarterly, 2016
The authors report findings from a systematic observational study of middle school educators (Grades 6-8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies…
Descriptors: Evidence Based Practice, Middle School Students, Middle School Teachers, Response to Intervention
Boardman, Alison G.; Buckley, Pamela; Vaughn, Sharon; Roberts, Gregory; Scornavacco, Karla; Klingner, Janette K. – Journal of Learning Disabilities, 2016
This study examines the interaction between the fidelity of implementation of a set of research-based strategies--Collaborative Strategic Reading (CSR)--and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social…
Descriptors: Reading Strategies, Outcomes of Education, Moderate Intellectual Disability, Fidelity
Looby, Karen; Bonazzo, Claude – Online Submission, 2016
This evaluation report describes program outcomes for students in APIE's Middle School Math and College Readiness Coaching Programs in the 2015-2016 school years.
Descriptors: Middle School Students, Mathematics Achievement, College Readiness, Coaching (Performance)
Beam, Margaret; Faddis, Bonnie – RMC Research Corporation, 2012
The purpose of this evaluation of Scholastic's "System 44" conducted by RMC Research was to expand the existing research on students with learning disabilities by conducting a randomized study of struggling readers with approximately half of the sample comprised of students with learning disabilities. Specifically, this evaluation…
Descriptors: Reading Programs, Reading Difficulties, Phonics, Decoding (Reading)
Montague, Marjorie; Enders, Craig; Dietz, Samantha – Learning Disability Quarterly, 2011
The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and…
Descriptors: Middle School Students, Metacognition, Learning Strategies, Intervention
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