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Direct linkSinclair, James; Hansen, Sarah G.; Machalicek, Wendy; Knowles, Christen; Hirano, Kara A.; Dolata, Jill K.; Blakely, Allison W.; Seeley, John; Murray, Christopher – Exceptional Children, 2018
Given the continued changes in demographic diversity of students in the United States, it is important to ensure that participants included in special education research reflect the diversity of the classroom. We examined 16 years of intervention research across 12 special education journals to evaluate the extent to which diverse student…
Descriptors: Student Diversity, Special Education, Intervention, Sampling
Kucharczyk, Suzanne; Reutebuch, Colleen K.; Carter, Erik W.; Hedges, Susan; El Zein, Farah; Fan, Hannah; Gustafson, Jenny R. – Exceptional Children, 2015
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Student Needs
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Kearns, Devin M.; Fuchs, Douglas – Exceptional Children, 2013
Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…
Descriptors: Academic Achievement, Low Achievement, Teaching Methods, Cognitive Processes
