Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support…

Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an…

The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers' adoption and sustained use of evidence-based Tier 1 literacy practices that benefit…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

Data from a small randomized control trial of teachers' use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in…

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…

The article reviews potential barriers to implementing the Regular Education Initiative (REI) in secondary schools and then discusses a set of factors central to developing a workable partnership, one that is compatible with the goals of the REI but that also responds to the unique parameters of secondary schools. (Author/DB)

The use of computers in the field of special education is discussed in terms of barriers to implementation, suggested solutions, and usefulness in managing the individualized education program. (SW)

This article updates the integrative strategy instruction (ISI) model used with adolescents with learning disabilities; addresses motivation, evaluation, and implementation issues; reviews research concerning the impact of ISI on students, its social validity with teachers and students, and its relation to motivation; and clarifies differences…

The article provides an overview of the study skill proficiency (or lack of it) of students with learning disabilities followed by the presentation of 15 study skill strategies. It concludes with a discussion on the implementation of a study skills program including guidelines. (Author/DB)

Perceptions of secondary learning disability (LD) program supervisors (N=110) were compared with views of secondary LD teachers (N=135) regarding specific program features, field-related issues, and suggestions for program improvement. Responses indicated that the supervisors were more positive and often held significantly different views than LD…

Provides 15 key questions that educators should consider in developing collaborative and inclusive schools. The questions are organized into three categories: general and philosophical questions pertaining to inclusion, questions about the basic mechanics of developing inclusion programs, and questions about the practical implementation of…

Special education programs and support services for individuals with learning disabilities must be part of an education agency's total instructional program and must not be regarded as a separate and parallel system. Recommendations regarding program and service planning and implementation and service options are presented. (CB)

Data from a survey of 299 practitioners were assembled to identify needed competencies of administrative and direct service personnel in implementing postsecondary support programs for learning-disabled students. Key competencies identified by instructors include assessment skills, cognitive interventions, and instructional skills, whereas…

This current response to a reprinted 1968 article by Ray Barsch (EC 602 662) focuses on legal aspects of learning disabilities, especially problems in implementing IDEA (the Individuals with Disabilities Education Act) and continuing controversies concerning definition, evaluation, instructional intervention, and placement or service delivery…