The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional and behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally…

As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…

This paper discusses the role of social workers in uncovering the learning problems that contribute to the inappropriate school behavior of students classified as severely emotionally impaired. Case studies are used to illustrate students' weakened self esteem, the marked discrepancy between verbal and performance scores, the presence of factors…

A framework is provided for selecting and analyzing social skills curricula for teaching students with learning or behavioral difficulties. The framework emphasizes analysis of such programing considerations as individualization, cost-effectiveness, assessment, maintenance, and generalization. Presented are a checklist for analyzing the curricula…

This article offers a rationale for using portfolios in assessing students with learning disabilities or behavioral disorders; discusses possible portfolio contents, including measures of behavior and adaptive functioning, academic and literacy growth, strategic learning and self-regulation, and language and culture; lists reflective questions for…

The booklet, designed to accompany a videotape, explains the similarities and differences among students with learning problems, specific learning disabilities (LD), mild mental retardation, or behavioral disorders. Specific implications for special education in Illinois are outlined. The underlying problem of over-identification of LD students is…

Discusses the potential uses and abuses of psychopharmacologic therapy with children or adolescents who display learning, emotional, or behavioral disorders. Explores the indications and contraindications of such therapy and enumerates the known side effects of the most frequently prescribed medications, including psychostimulants,…

The discussion of elementary or secondary school study skills programs for general or special education looks at the skills to be included in such a program and implementation strategies, including programing for individual student skill needs. (MSE)

This article discusses the inclusion of students with learning and behavioral disabilities into general education science classes. It provides suggestions for instructional modifications and includes a sample science activity that was redesigned to support students with learning and behavioral concerns. (Contains seven references.) (Author/CR)

This article describes using bibliotherapy to improve reading comprehension and enhance self-esteem or improve behavior for students with learning and behavior problems. A step-by-step procedure is provided to ensure success with all students. A list of recommended books to use with students in preschool through second grade is provided. (Contains…

Presents the experiences of three preservice special educators who applied the research on reciprocal teaching with elementary school children with learning and behavioral disabilities. The problems encountered, the adaptations, and perceptions of student progress are summarized in three separate accounts. Suggestions are provided for successful…

Discusses parent-teacher communication problems, factors that contribute to homework-communication problems, and strategies that the whole school community can use to ensure parent involvement in the homework assignments of children with high-incidence disabilities. Focus-group recommended strategies are provided for teachers, parents,…

This article examines the runaway reaction as it was displayed by Barry, a 14-year-old eighth-grade boy with learning disabilities. It identifies some of the common characteristics of this response and proposes school intervention methods. Functional behavioral assessments and strength-based assessments are encouraged, along with using strategy…

This article describes an approach to reading instruction in which teachers use principles of functional analysis to generate hypotheses for the causes of reading failure, which are then used to guide the selection and implementation of interventions. Five possible causes of reading difficulties are described, and each is accompanied by suggested…