Background: People with severe to profound intellectual disabilities experience similar or higher levels of depression than those with more mild intellectual disabilities. Yet, there is an absence of evidence about how to adapt existing psychological therapies for this population. Method: A behavioural activation intervention (BeatIt) for people…

Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying…

Dyslexia is a specific learning disability caused by a neurological problem. It is a worldwide problem with a prevalence of 5-10% of the population. It is described mainly by difficulties in reading, spelling, accuracy, fluency, and decoding abilities. This article is chiefly concerned to provide an overview of dyslexia, some key issues based on…

Although tremendous advances have been made in the development of evidence-based services and strategies to prevent and treat emotional and behavioral disorders (EBDs) in children, often such programs may be necessary but not sufficient to address the circumstances and needs of a specific student. The purpose of this introductory article and this…

This document provides guidance for establishing a levels of services (LoS) model for gifted and advanced learners. The Advisory Council on the Education of Gifted and Talented Students recommends that all Missouri public school districts, regardless of size, provide varied and multiple services to meet the needs of gifted and talented learners.…

A large body of research suggests that families' engagement in their children's education is a crucial factor in promoting school success for children and youth. Family engagement in school is associated with improved academic achievement and reductions in social and behavioral problems. Research also suggests that collaboration between schools…

With the advent of Precision Teaching more than 50 years ago, researchers and practitioners began to examine how to use K-12 students' academic data to guide instructional decisions. Although the field has advanced with the use of curriculum-based measurement and data-driven decision rules for reading and math, the same is not true in the area of…

Meet the needs of students who have fallen the furthest behind. Created for elementary school educators, this guide details how to implement intensive interventions at Tier 3 of the RTI at Work™ process. Discover practices and strategies to intervene successfully when students struggle with core content, as well as with foundational skills from…

This article presents the Multi-tiered Systems of Support (MTSS) as a framework Catholic schools can utilize to provide a more equitable and inclusive learning environment for all students. In an effort to advocate for the effectiveness of this framework in the Catholic school setting, the authors define the framework, its key features, and the…

Students who are at risk for or show low-intensity behavioral problems may need targeted, Tier 2 interventions. Often, Tier 2 problem-solving teams are charged with monitoring student responsiveness to intervention. This process may be difficult for those who are not trained in data collection and analysis procedures. To aid practitioners in these…

Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students' needs. Specifically, this article addresses the…

As reading is vital to success in life and opens the door to nearly all other learning opportunities, it is essential that educators understand why students with learning how to read. Therefore, it is key for both professionals and researchers to establish their own approaches to assist those with reading difficulties. "Developing Effective…

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency.…

Students receiving behavioral supports in the third tier of the schoolwide positive behavioral interventions and supports (SWPBIS) framework are often identified as having emotional and behavior disabilities. Although educators implement evidence-based practices with fidelity, these practices are not always effective in supporting students with…

Evidence-based practice related to autism research is a controversial topic. Governmental entities and national agencies are defining evidence-based practice as a specific set of interventions that educators should implement; however, large-scale efforts to generalize autism research, which are often single-subject case designs, may be a setback…