Publication Date
In 2025 | 0 |
Since 2024 | 2 |
Since 2021 (last 5 years) | 13 |
Since 2016 (last 10 years) | 27 |
Since 2006 (last 20 years) | 28 |
Descriptor
Intervention | 28 |
Progress Monitoring | 28 |
Students with Disabilities | 28 |
At Risk Students | 8 |
Behavior Problems | 7 |
Individualized Education… | 7 |
Program Effectiveness | 7 |
Reading Programs | 7 |
Reading Tests | 7 |
Special Education | 7 |
Student Needs | 7 |
More ▼ |
Source
Author
Danielson, Louis | 2 |
Gandhi, Allison Gruner | 2 |
Aundrea McFall | 1 |
Austin, Christy R. | 1 |
Baton, Emily | 1 |
Belli, Clare | 1 |
Bray, Melissa | 1 |
Burns, Tracy | 1 |
Butler, Cameron M. | 1 |
Canto, Angela I. | 1 |
Chow, Jason C. | 1 |
More ▼ |
Publication Type
Education Level
Elementary Education | 9 |
Early Childhood Education | 6 |
Primary Education | 6 |
Secondary Education | 3 |
Grade 3 | 2 |
Higher Education | 2 |
Postsecondary Education | 2 |
Grade 1 | 1 |
Grade 2 | 1 |
Junior High Schools | 1 |
Middle Schools | 1 |
More ▼ |
Audience
Teachers | 4 |
Parents | 3 |
Administrators | 1 |
Counselors | 1 |
Support Staff | 1 |
Location
Utah | 5 |
Florida | 2 |
Ohio | 2 |
Illinois | 1 |
Indiana | 1 |
Massachusetts | 1 |
Michigan | 1 |
United Kingdom (England) | 1 |
West Virginia | 1 |
Wisconsin | 1 |
Laws, Policies, & Programs
Individuals with Disabilities… | 2 |
Coronavirus Aid Relief and… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Emma K. Watson; Leslie Ann Bross; Jonathan M. Huffman – TEACHING Exceptional Children, 2024
The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile…
Descriptors: College Students, Students with Disabilities, Autism Spectrum Disorders, Progress Monitoring
Sara Sanders; Aundrea McFall; Kristine Jolivette – Beyond Behavior, 2024
Sometimes, despite the most perfectly delivered writing lesson implemented with fidelity, students with emotional and behavioral disorders (EBD) do not make the progress expected by teachers or themselves. In these instances, teachers may individualize and differentiate for students with EBD not making adequate progress by purposefully…
Descriptors: Behavior Disorders, Emotional Disturbances, Writing Instruction, Individualized Instruction
Hampton, Lauren H.; Chow, Jason C. – Remedial and Special Education, 2022
Special educators serve a diverse population of students with unique strengths and needs, and adaptive interventions that account for individual differences before and during the intervention are an important tool to moving the field toward more individualized practices. The purpose of this article is to detail the conceptualization and…
Descriptors: Special Education, Students with Disabilities, Intervention, Individual Differences
Butler, Cameron M.; De La Paz, Susan – Learning Disabilities Research & Practice, 2021
In this synthesis, we examined and assessed the impact of self-regulated instructional components on the motivation of students with or at risk for learning disabilities (LD) in reading, writing, or mathematics intervention studies. Elements such as goal setting, self-monitoring for task completion, self-monitoring for emotions, self-talk for task…
Descriptors: Self Management, Student Motivation, Students with Disabilities, Learning Disabilities
Transitioning from Alternative Education Settings: A Process for Students with Behavioral Challenges
Wilkinson, Sarah; Kumm, Skip; McDaniel, Sara – Intervention in School and Clinic, 2020
Students with emotional and behavioral disorders (EBD) experience some of the poorest outcomes of all students. They are also placed in alternative education (AE) settings more frequently than students in other disability categories. For some of these students, the ultimate goal is to return to the traditional school. A systematic, five-part…
Descriptors: Nontraditional Education, Transitional Programs, Behavior Problems, Mental Disorders
Kara Margaret McKenna – ProQuest LLC, 2020
This study sought to investigate the effects of a self-monitoring with goal-setting intervention on students' disruptive behavior. A multiple baseline A-B-BC design was implemented across five elementary school-aged participants diagnosed with ADHD to examine the use of a behavioral intervention combining self-monitoring and goal-setting…
Descriptors: Elementary School Students, Attention Deficit Hyperactivity Disorder, Students with Disabilities, Progress Monitoring
Katherine Young – ProQuest LLC, 2022
The multi-tiered system of supports (MTSS) design provides academic and behavioral support for students. Children with emotional behavior disorders need these interventions and support to develop management skills. Students identified with the emotional, behavioral disorder (EBD) or with being emotionally disturbed (ED) could have a range of…
Descriptors: Multi Tiered Systems of Support, Students with Disabilities, Emotional Disturbances, Behavior Disorders
Kern, Laura; Baton, Emily; George, Heather Peshak – Center on Positive Behavioral Interventions and Supports, 2021
The Individualized Education Plan (IEP) document is a legal plan for special education which is created by a team that includes educators and you, the child's family. The IEP contains goals to promote your child's success in school and should, if needed, include goals on improving their behavior. The IEP provides information about the specifically…
Descriptors: Individualized Education Programs, Family Involvement, Cooperative Planning, Students with Disabilities
Griffith, Catherine A.; Hirsch, Shanna E.; Burns, Tracy – TEACHING Exceptional Children, 2022
Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers…
Descriptors: Secondary School Students, Students with Disabilities, Learning Disabilities, Functional Behavioral Assessment
Utah State Board of Education, 2021
The Early Literacy Program focuses on the development of early literacy skills in all students, with additional emphasis placed on intervention for "at-risk" students. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and assessments for testing…
Descriptors: Emergent Literacy, Reading Programs, Primary Education, Intervention
Francis, Grace L.; Duke, Jodi M.; Fujita, Megan; Raines, Alexandra – TEACHING Exceptional Children, 2021
Adolescents with disabilities experience co-occurring mental health needs at higher rates than their peers without disabilities (Blake, 2017; Milligan et al., 2015; Poppen et al., 2016; Thornton et al., 2017). Mental health needs often become more prominent as individuals with disabilities transition from childhood to adolescence (White et al.,…
Descriptors: Adolescents, Mental Health, Wellness, Comorbidity
Canto, Angela I.; Eftaxas, Danielle M. – Advances in Special Education, 2018
Hospital emergency rooms document approximately 500,000 traumatic brain injuries (TBIs) in children and adolescents aged 0-14 annually; these prevalence rates do not include those learners evaluated in primary care facilities nor those never evaluated by medical professionals. In this chapter, information on TBI and its effect on learners is…
Descriptors: Neurological Impairments, Head Injuries, Intervention, Students with Disabilities
Utah State Board of Education, 2022
The Early Literacy Program focuses on the development of early literacy skills in all students, with additional emphasis placed on intervention for "at-risk" students. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and assessments for testing…
Descriptors: Emergent Literacy, Reading Programs, Primary Education, Intervention
Belli, Clare – Support for Learning, 2021
This short piece of action research seeks to identify the strengths of secondary school provision for students with SEND, in order to provide a city wide overview in which good practice and expertise can be shared. It also considers the particular barriers faced by secondary schools and examines how schools are working to overcome these barriers.…
Descriptors: Foreign Countries, Secondary School Students, Students with Disabilities, Barriers
Austin, Christy R.; Filderman, Marissa J. – Intervention in School and Clinic, 2020
To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires…
Descriptors: Evaluation Methods, Measures (Individuals), Reading Achievement, Students with Disabilities
Previous Page | Next Page ยป
Pages: 1 | 2