Single-case comparative studies could help identify efficient instructional procedures for individuals with disabilities. However, previous literature reported inconsistent efficiency results if multiple comparisons were conducted, indicating that within-participant replication was uncommon. In this review, we examined single-case comparative…

Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using…

This paper provides an examination of the foundations, efficacy, and effectiveness of a set of practices associated with improved social studies and history learning and literacy outcomes for middle grade students, including students with varying learning needs (e.g., English learners, students with disabilities). This approach, Promoting…

There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to…

Simple sentence construction is a foundational writing skill that forms the building blocks of advanced writing. Many middle school students with disabilities struggle to consistently construct simple sentences, thereby hindering development of written expression. The present study used a single-case, multiple-baseline across participants design…

Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in…

Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To…

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator…

This systematic review examines the social and emotional learning (SEL) intervention literature to address questions of whether and how students with disabilities are considered in studies of universal SEL interventions in middle and high schools. From the articles identified for initial review (n = 4,355), 166 met the inclusionary criteria. Among…

Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O'Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O'Connor et al.'s study; CHAAOS lessons were taught to 33 sixth graders who received special…

Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based instruction delivered via augmented reality (AR)…

In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to…

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior…

A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of…

Peer-mediated interventions (PMIs) offer substantial academic and social benefits to adolescents served under the special education categories of intellectual disability, autism, and multiple disabilities (i.e., intellectual and developmental disabilities [IDD]). However, limited attention has focused on the impact of PMI on participating peers…