Publication Date
In 2025 | 3 |
Since 2024 | 15 |
Since 2021 (last 5 years) | 49 |
Since 2016 (last 10 years) | 65 |
Since 2006 (last 20 years) | 65 |
Descriptor
Source
Author
Brock, Matthew E. | 3 |
Horn, Annemarie L. | 3 |
Roitsch, Jane | 3 |
Bone, Erin | 2 |
Bouck, Emily C. | 2 |
Catharine Lory | 2 |
Chitiyo, Argnue | 2 |
Losinski, Mickey | 2 |
Sanders, Sara | 2 |
Ablakwa, Cephas N. | 1 |
Adams, David | 1 |
More ▼ |
Publication Type
Information Analyses | 65 |
Journal Articles | 58 |
Reports - Research | 18 |
Reports - Evaluative | 4 |
Speeches/Meeting Papers | 2 |
Reports - Descriptive | 1 |
Education Level
Audience
Laws, Policies, & Programs
Every Student Succeeds Act… | 2 |
Individuals with Disabilities… | 2 |
Assessments and Surveys
What Works Clearinghouse Rating
Jessica E. Granieri; Candace A. Mulcahy; Mia Grosso; Jennifer M. Gillis Mattson – Inclusion, 2025
The number of autistic students educated in general education classrooms in the United States has increased over recent decades. To ensure meaningful participation and learning for this population, there is a critical need to identify evidence-based, inclusive practices. Through systematic review, the authors examine characteristics and…
Descriptors: Inclusion, Elementary School Students, Students with Disabilities, Autism Spectrum Disorders
Brian K. Mason; Justin B. Leaf; Peter F. Gerhardt – Journal of Special Education, 2024
The Zones of Regulation is a widely implemented program for social-emotional regulation, including for students with autism. To date, there is very little empirical evidence to show efficacy for the Zones of Regulation. According to standards published by the American Psychological Association, National Standards Project, and National…
Descriptors: Autism Spectrum Disorders, Behavior Modification, Students with Disabilities, Standards
Elif Tekin-Iftar; Melinda Jones Ault; Belva C. Collins; Seray Olcay; H. Deniz Degirmenci; Orhan Aydin – Journal of Special Education, 2024
We conducted a descriptive analysis and meta-analysis of single-case research design (SCRD) studies investigating the effectiveness of the graduated guidance procedure. Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. Then, we described studies in…
Descriptors: Meta Analysis, Effect Size, Nonparametric Statistics, Evidence Based Practice
Avery Matthews – in education, 2024
Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students meet educational outcomes. This literature review paper focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and…
Descriptors: Direct Instruction, Constructivism (Learning), Inclusion, Evidence Based Practice
Hadeel Alharbi; Emmanouela Terlektsi; Lila Kossyvaki – Review Journal of Autism and Developmental Disorders, 2025
Dialogic reading (DR) is an evidence-based interactive shared reading intervention. This systematic review investigated the effect of DR interventions on the communicative initiations and responses of children with autism, an area of great difficulty for most individuals with autism. More precisely, the paper aimed to (a) describe the…
Descriptors: Reading Strategies, Students with Disabilities, Autism Spectrum Disorders, Evidence Based Practice
Zijie Ma; Jason C. Travers; Jose R. Martinez; Jenee Vickers Johnson; Leslie Ann Bross – Review Journal of Autism and Developmental Disorders, 2023
Special education researchers have for decades emphasized the importance of intervention effectiveness and procedural fidelity, but relatively little attention has been directed toward understanding intervention intensity. This review focused on extracting details of intervention intensity as reported in peer-reviewed studies of scripting and…
Descriptors: Intervention, Program Implementation, Autism Spectrum Disorders, Evidence Based Practice
Rachel K. Schuck; Kaitlynn M. P. Baiden; Mian Wang; Skyler Olis; Cambell Ingram; Grace Fisher – Review of Research in Education, 2024
Research has demonstrated positive impacts of behavioral interventions on various educational outcomes for autistic youth, and implementation of these interventions in education settings has been widely advocated. However, recent studies have identified methodological shortcomings in the behavioral intervention evidence base, including lack of…
Descriptors: Intervention, Behavior Modification, Evidence Based Practice, Autism Spectrum Disorders
Di Liu; Yiwen Mao; Catharine Lory; Qingli Lei; Yingying Zeng – Psychology in the Schools, 2024
Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single-case experimental studies on computation…
Descriptors: Computation, Intervention, Students with Disabilities, Autism Spectrum Disorders
Holly M. Long; Emily C. Bouck; Troy V. Mariage – Education and Training in Autism and Developmental Disabilities, 2024
It is important for teachers and researchers to have access to evidence-based practices that target teaching specific content area skills, such as mathematics, to students with ASD (Hume et al., 2021). Previous literature reviews targeting mathematics interventions for students with ASD (Barnett & Cleary, 2016; Gevarter et al., 2016; King et…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Mathematics Instruction, Intervention
Shanahan, Timothy – Reading Research Quarterly, 2023
In this article, I provide an examination of research evidence concerning the effects of classroom instruction (Tier 1) for students with dyslexia and other reading problems. I discuss the suitability and limitations of different types of research evidence that may be used to determine how best to support the learning of these students in the…
Descriptors: Dyslexia, Students with Disabilities, Reading Difficulties, Evidence Based Practice
Shawbitz, Kara N.; Brock, Matthew E. – Teacher Education and Special Education, 2023
Systematic prompting is a versatile evidence-based practice that can improve a range of outcomes for students with disabilities, but many teachers and paraeducators are not familiar with systematic prompting or may struggle with implementation. In this systematic review, the authors identified 28 articles that evaluated training practices for…
Descriptors: Prompting, Students with Disabilities, Teacher Aides, Staff Development
Alice N. Williams – Journal of Special Education, 2025
For students with moderate and severe intellectual disability (ID), reading instruction has focused on teaching sight words. However, research supports a shift in focusing instruction on reading skills such as phonemic awareness, phonics, and fluency. The purpose of this systematic literature review was to focus on the research completed with…
Descriptors: Reading Instruction, Intervention, Students with Disabilities, Moderate Intellectual Disability
Chitiyo, Argnue; King, Seth; Wojton, Jessica; Dzenga, Chaidamoyo – Learning Disabilities: A Contemporary Journal, 2023
Students identified with Emotional/Behavioral Disorders (EBD) often exhibit behavioral challengtablees that negatively affect their academic performance. One of the weaker academic areas for these students lies in reading. Although numerous research on interventions to improve their reading outcomes has been conducted, some students continue to…
Descriptors: Evidence Based Practice, Reading Instruction, Intervention, Emotional Disturbances
Erica B. McClure; Robert C. Pennington; Stacy Crawford Bewley – Focus on Autism and Other Developmental Disabilities, 2024
Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous…
Descriptors: Writing Instruction, Evidence Based Practice, Students with Disabilities, Autism Spectrum Disorders
Long, Holly M.; Bouck, Emily C.; Kelly, Hailey – Focus on Autism and Other Developmental Disabilities, 2023
Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Intellectual Disability, Manipulative Materials