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Direct linkFred Spooner; Robert Pennington; Ashley Anderson; Thai Ray Williams – TEACHING Exceptional Children, 2025
Time delay is one of the most established practices for teaching both functional and academic skills to students with extensive support needs (ESN). Students with ESN have intellectual or developmental disabilities and, in some cases, other support needs (e.g., physical disabilities, sensory impairments) and require comprehensive instructional and…
Descriptors: Intervals, Time Factors (Learning), Teaching Methods, Special Needs Students
Collins, Belva C.; Lo, Ya-yu; Park, Gwitaek; Haughney, Kathryn – TEACHING Exceptional Children, 2018
Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay;…
Descriptors: Behavior Modification, Prompting, Direct Instruction, Teaching Methods
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
Datchuk, Shawn – TEACHING Exceptional Children, 2015
Problems with handwriting can negatively impact the writing of students with learning disabilities. In this article, an example is provided of a fourth-grade special education teacher's efforts to assist a new student by using a problem-solving approach to help determine an efficient course of action for special education teachers who are trying…
Descriptors: Elementary School Students, Learning Disabilities, Handwriting, Grade 4
Cook, Bryan G.; Shepherd, Katharine G.; Cook, Sara Cothren; Cook, Lysandra – TEACHING Exceptional Children, 2012
Evidence-based practices represent an important advance in how effective instructional practices are conceptualized and identified, which has the potential to improve the educational outcomes of children with disabilities. Because parents have unique insights and knowledge regarding their children, special educators should collaborate with parents…
Descriptors: Evidence, Educational Objectives, Outcomes of Education, Disabilities
Valerie, Lynda M.; Foss-Swanson, Sheila – TEACHING Exceptional Children, 2012
This article presents the rationale for and implementation of the family message journal as a writing tool. The family message journal provides multiple opportunities for students to develop as writers while strengthening the school-home connection. This article provides examples of rhetorical moves that indicate young writers are aware of their…
Descriptors: Educational Opportunities, Writing Instruction, Audience Awareness, Journal Writing
Johnson, Evelyn Sue; Smith, Lori – TEACHING Exceptional Children, 2008
One model that can help middle school educators provide an effective system of instruction and early intervention is response to intervention (RTI). RTI is a schoolwide process that integrates instruction, intervention, and assessment. The alignment of instruction, assessment, and interventions promotes a stronger, more cohesive program of…
Descriptors: Middle Schools, Early Intervention, Program Implementation, Alignment (Education)
Collins, Belva C.; Hendricks, Tracy Bushman; Fetko, Kathleen; Land, Lou-Ann – TEACHING Exceptional Children, 2002
This article describes how a program to involve peers without disabilities in the delivery of incidental information to students with disabilities was implemented in elementary and secondary classrooms. Guidelines are presented for peer presentation of nontargeted information, along with examples ways in which students with disabilities have…
Descriptors: Elementary Secondary Education, Guidelines, Incidental Learning, Inclusive Schools
Abbott, Mary; Walton, Cheryl; Greenwood, Charles R. – TEACHING Exceptional Children, 2002
A study investigated how phonemic-awareness research and intervention knowledge was successfully translated for teacher implementation in two kindergarten classes (n=27) over three years. Research-validated strategies were first identified, the research was translated into teacher friendly materials/procedures, teachers participated in choosing…
Descriptors: Beginning Reading, Educational Strategies, Inservice Education, Kindergarten
