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Joshua M. Pulos; Kristi L. Morin; Corey Peltier; Tracy E. Sinclair; Kendra L. Williams-Diehm – Journal of Behavioral Education, 2024
This meta-analysis evaluated experimental studies testing the effectiveness of the "Self-Determined Learning Model of Instruction" (SDLMI) to improve the academic and nonacademic behaviors of students with disabilities. A total of 19 single-case experimental design studies and four group design studies met inclusion criteria. Overall,…
Descriptors: Self Determination, Students with Disabilities, Student Behavior, Program Effectiveness
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Chelsea Stinson; Valentina Migliarini; Amanda L. Miller – Urban Review: Issues and Ideas in Public Education, 2025
Emergent bilingual children with disabilities are represented across many student subgroups which are disproportionately affected by rigid disciplinary policies and behavioral support systems, as well as exclusionary policy implementation in general and special education. This qualitative study investigated how teachers read and enacted policies…
Descriptors: Bilingual Students, Student Behavior, Discipline, Behavior Problems
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Hilary Davis; Leigh Anne Tang; Erin M. Picou; Lisa Bastarache; Anne Marie Tharpe – Journal of Speech, Language, and Hearing Research, 2024
Purpose: This methodological study describes a technique for extracting information from deidentified electronic health records (EHRs) to identify occurrences of permanent unilateral hearing loss (UHL) and associated educational comorbidities. Method: This was an exploratory methodological study utilizing approximately 3.3 million de-identified…
Descriptors: Records (Forms), Hearing Impairments, Students with Disabilities, At Risk Students
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Kathleen N. Zimmerman; Jennifer R. Ledford; Virginia R. Turner – Journal of Positive Behavior Interventions, 2024
Fidget toys are recommended as "sensory" tools to improve the attention and performance of elementary students with autism. The purpose of this study was to evaluate how fidget toys affected the visual attention and skill acquisition of elementary students with autism during storybook reading. Provision of fidget toys was compared with a…
Descriptors: Attention Control, Toys, Student Behavior, Attention Span
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Tehmina Jabeen; Khalida Rauf – Journal of Education and Educational Development, 2023
This study aimed to investigate anxiety and school avoidance in individuals with and without learning disabilities. The study employed quantitative survey-based approach, with comparative research design. N= 160 participants between 8 till 18 years were selected via Purposive sampling technique. Screen for Child Anxiety Related Disorders (Birmaher…
Descriptors: Foreign Countries, Anxiety, Student Behavior, Students with Disabilities
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Monika Skura; John J. Wheeler – European Journal of Special Needs Education, 2024
The aim of this qualitative study was to description and interpretation of experiences and perceptions of teachers working with students who have challenging behaviours in various types of school settings in Poland. Teachers' experiences and perceptions provided insights and understandings into action strategies, in the case of the teachers who…
Descriptors: Foreign Countries, Student Behavior, Behavior Problems, Classroom Techniques
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Mehmet D. Sulu; Ronald C. Martella; Uzeyir Emre Kiyak; Kharon Grimmet; Virginia L. J. Bolshokova; Senel Poyrazli; Amy Ferrell – Education and Training in Autism and Developmental Disabilities, 2024
Research indicates that students with intellectual disability (ID) frequently engage in off-task and disruptive behaviors, which may lead to the exclusion of these students from general education classrooms and school dropouts. In the current study, researchers implemented self-monitoring to improve the on-task behaviors of four participants with…
Descriptors: Intellectual Disability, Students with Disabilities, Inclusion, Self Management
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R. Bellacicco; T. Parisi – International Journal of Inclusive Education, 2024
The few existing studies in international literature about students with learning disabilities' postsecondary persistence and academic performances show varied outcomes. Rigorous research has been limited. Moreover, in Italy there is a dearth of public data on students' careers and clearly a deficiency regarding literature on this topic. To tackle…
Descriptors: Academic Persistence, Academic Achievement, College Students, Students with Disabilities
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Jennifer R. Ledford; Sienna A. Windsor; Jason C. Chow; Paige Bennett Eyler – Exceptional Children, 2024
Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with…
Descriptors: Intervention, Learner Engagement, Elementary School Students, Student Behavior
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Alicia H. Eysenck; Samantha Sewell; SallyAnn Wakeford; Sophie Richards; Joanna Taylor; Rachel L. Moseley – British Journal of Special Education, 2024
Adaptive behaviour is crucial for well-being and independence. The Adaptive Behaviour Assessment System (ABAS-3) is often used to plan individualised support in specialist educational settings, drawing on both teacher and parent informants. In practice, however, little is known about the extent of variation between informants. We examined…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Behavior, Parent Attitudes
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Martin Agran; Bethany McKissick; Sarah Vach; Fred Spooner; Ashley Voggt – Inclusion, 2024
Although self-determination has received increased attention as a critical component in quality education programs, there is limited current research about how and in what way students are displaying self-determined behaviors. To that end, a 29-item questionnaire was developed and 118 school system personnel reported how a sample of students with…
Descriptors: Students with Disabilities, Intellectual Disability, Developmental Disabilities, Self Determination
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Sally B. Shepley; Amy D. Spriggs; Mark Samudre; Kai M. O'Neill – Focus on Autism and Other Developmental Disabilities, 2025
Exercise is necessary for healthy living, yet individuals with intellectual disability (ID) remain strikingly inactive compared with nondisabled peers. To improve this outcome, individuals with ID can exercise independently by self-instructing. Self-instruction is considered a pivotal skill once it generalizes to untrained stimuli. This study used…
Descriptors: Students with Disabilities, Elementary School Students, Intellectual Disability, Exercise
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Sofia Wallin; Helena Hemmingsson; Gunilla Thunberg; Jenny Wilder – Augmentative and Alternative Communication, 2024
Most students with intellectual and communicative disability who rely on augmentative and alternative communication (AAC) attend non-inclusive school settings. Little is known about turn-taking and the use of various communication modes in groups of students and staff in this context. Previous studies on single students with intellectual…
Descriptors: Students with Disabilities, Augmentative and Alternative Communication, Intellectual Disability, Interpersonal Communication
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Mary Girgis; Josephine Paparo; Lynette Roberts; Ian Kneebone – Journal of Mental Health Research in Intellectual Disabilities, 2024
Background: Children and adolescents with intellectual disabilities commonly experience emotion regulation difficulties. To better understand emotion regulation in this population, the views of their teachers were considered. Methods: Twenty-nine teachers participated in two focus groups. This study utilized qualitative methods to determine if the…
Descriptors: Students with Disabilities, Intellectual Disability, Emotional Response, Self Control
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Olfa Tounsi; Anis Ben Chikha; Abdessalem Koubaa; Omar Trabelsi; Liwa Masmoudi; Haitham A. Jahrami; Cain C. T. Clark; Khaled Trabelsi; Mourad Bahloul – International Journal of Disability, Development and Education, 2025
The Good Behaviour Game (GBG) is an interdependent group contingency intervention, previously shown to be effective in managing students' behaviour across several studies. An ABAB withdrawal design was implemented to examine the effects of the GBG on the engagement and disruptive behaviours of 12 students diagnosed principally with a mild…
Descriptors: Students with Disabilities, Mild Intellectual Disability, Physical Education, Self Contained Classrooms
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