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Direct linkWalters, Sharon M.; Bernis, Shelley A.; Delvin-Brown, M. Angela; Hirsch, Shanna E. – Intervention in School and Clinic, 2021
Students diagnosed with specific learning disabilities, autism, or emotional disturbance may also receive speech-language services as part of their individual education program. This article focuses on the use of telepractice for providing speech-language services in schools. The benefits of telepractice are described, including the accessibility,…
Descriptors: Ancillary School Services, Speech Language Pathology, Speech Therapy, Allied Health Personnel
Download full textMason, Erica N.; Smith, R. Alex – Intervention in School and Clinic, 2020
Intervention dosage is an often-overlooked aspect of implementation fidelity. Tracking intervention dosage is critical for ensuring students with disabilities were present for and received the intervention for as many minutes as intended. Used in tandem with student performance data, intervention dosage can provide a clearer picture of…
Descriptors: Intervention, Program Implementation, Fidelity, Students with Disabilities
Leko, Melinda M.; Roberts, Carly; Peyton, David; Pua, Daisy – Intervention in School and Clinic, 2019
As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…
Descriptors: Evidence Based Practice, Special Education, Students with Disabilities, Learning Disabilities
Green, Joanne; Matthews, Susan; Carter, Emilie; Fabrizio, John; Hoover, Jane; Schoenfeld, Naomi A. – Intervention in School and Clinic, 2013
Recent years have brought many changes to the ways in which schools in the United States address learning disabilities in their students. In an attempt to provide all students with appropriate reading instruction and to identify struggling students in a more timely manner, the 2004 revision of the Individuals with Disabilities Education Act…
Descriptors: Student Needs, Response to Intervention, Learning Disabilities, Special Education
Higgins Averill, Orla; Baker, Diana; Rinaldi, Claudia – Intervention in School and Clinic, 2014
Many schools have adopted schoolwide intervention blocks as a component of response-to-intervention (RTI) implementation to ensure that students who need intervention are receiving it. However, virtually no peer-reviewed guidance exists for helping teachers manage this time effectively. This article presents a blueprint for organizing intervention…
Descriptors: Response to Intervention, Guidelines, Time Blocks, Program Implementation
Chard, David J. – Intervention in School and Clinic, 2013
The majority of school districts implementing response to intervention use a systemwide, multitier model of delivery. This article describes the common features of multitier models and discusses the emerging evidence of their effectiveness. In addition, specific factors that schools should consider to enhance effective implementation of systemic,…
Descriptors: Response to Intervention, Evidence, Program Implementation, Program Effectiveness
Painter, Diane D. – Intervention in School and Clinic, 2009
After reading "Blending Genre, Altering Style: Writing Multigenre Papers" (Romano, 2000), two elementary teachers in Virginia became intrigued with Romano's notion of the multigenre paper as more than just a writing assignment but, rather, a multilayered, multivoiced literary experience. The multigenre paper allows young writers to use…
Descriptors: Constructivism (Learning), Writing Assignments, Literary Genres, Personal Narratives
Herring-Harrison, Tina J.; Gardner, Ralph; Lovelace, Temple S. – Intervention in School and Clinic, 2007
The purpose of this article is to present a classwide peer tutoring (CWPT) model successfully implemented with children who are deaf. Classwide peer tutoring is relatively easy to implement and is both teacher- and student-friendly. A large and growing body of professional literature documents the effectiveness of systematic peer tutoring models.…
Descriptors: Partial Hearing, Deafness, Tutor Training, Peer Teaching
Peer reviewedRosenberg, Michael S.; Jackman, Lori A. – Intervention in School and Clinic, 2003
This article describes the PAR (Preventing, Acting upon, and Resolving) Comprehensive Behavior Management System, a process-based model in which collaborative teams work together to form consensus on a positive and supportive school-wide approach to behavior management. It highlights the content and processes used to introduce and sustain the…
Descriptors: Behavior Problems, Discipline, Elementary Secondary Education, Intervention
Peer reviewedDaunic, Ann P.; Smith, Stephen W.; Robinson, T. Rowand; Miller, M. David; Landry, Kristine L. – Intervention in School and Clinic, 2000
This article describes a conflict resolution and peer mediation program implemented in three middle schools. The program used a school-wide conflict resolution curriculum and enlisted a core group of trained peer mediators in each school. A resolution acceptable to disputing parties was reached more than 95 percent of the time. (Contains 11…
Descriptors: Behavior Problems, Conflict Resolution, Middle School Students, Middle Schools
Peer reviewedSaver, Kerry; Downes, Barbara – Intervention in School and Clinic, 1991
The Wisconsin Hills (Brookfield, Wisconsin) Elementary School Peer Intervention Team (PIT Crew) is a group of collaborating classroom teachers, specialty area teachers, and support staff who consult with one another to develop intervention strategies to assist students. The PIT Crew model has resulted in fewer referrals for special education…
Descriptors: Classroom Techniques, Consultation Programs, Educational Cooperation, Educational Strategies
Peer reviewedRaisch, C. Daniel; And Others – Intervention in School and Clinic, 1996
A model secondary program designed to support students with learning disabilities in the regular classroom is described. Disadvantages of pull-out programs are examined and expansion of learning resource center services to all students is discussed. The role of collaboration among teachers, counselors, principals, and parents in the model program…
Descriptors: Educational Cooperation, Educational Strategies, Inclusive Schools, Learning Disabilities
