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Direct linkClemens, Katharine; Borowski, Luke; Donovan, Mary; Meyer, Katherine; Dooley, Kathryn; Simonsen, Brandi – TEACHING Exceptional Children, 2022
Schools that employ evidence-based multi-tiered system of supports (MTSS) frameworks, like Positive Behavioral Interventions and Supports (PBIS), invest in core system, data, and practice features to support students, families, and educators. A strong framework enables settings to enhance and adjust their implementation to meet the needs of all…
Descriptors: Educational Change, Program Implementation, Positive Behavior Supports, Crisis Management
Nelson, Nancy J.; Fien, Hank; Doabler, Christian T.; Clarke, Ben – TEACHING Exceptional Children, 2016
One can barely keep up with the pace at which new educational games and apps are being introduced and digested in the market. With so many choices available, how do schools and teachers decide what to use? How do they have confidence their choices will result in desired outcomes? Education technology offers a number of potential benefits that can…
Descriptors: Educational Technology, Educational Games, Computer Oriented Programs, Technology Uses in Education
Hoover, John J.; Love, Emily – TEACHING Exceptional Children, 2011
Several key components are essential to successfully implementing an RTI model in schools. RTI is an evolving practice; a school-based collaborative consultation RTI model offers a process that enables a school to apply RTI principles to its unique setting and concerns. Three schools in the Western United States implemented this RTI model with…
Descriptors: Consultation Programs, Models, Response to Intervention, Program Implementation
