Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are…

Using a dialogue format, a college professor and a teacher of 11- to 12-year-old children with emotional and behavioural difficulties (EBD) report on a case study of four children (three boys and a girl) when over a three-week period dramatic inquiry pedagogy (focused on the meaning for students of fictional violent events depicted in extracts…

Cyberbullying is defined as "an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself" (Smith et al., 2008, p. 376). There are many quantitative studies on cyberbullying, but now researchers argue that we need…

This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such…

The third edition of "How to Reach and Teach Children and Teens with ADD/ADHD" has been completely revised to offer the most updated and comprehensive guidance to everyone engaged in the positive education of children and teens who have been diagnosed with ADHD or show signs and symptoms of the disorder. This valuable resource contains…

This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or…

A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the…

Young people with learning and behaviour disabilities often leave school without transition planning. When planning does occur, there is generally a discrepancy between the goals of students, parents, and professionals. Students requiring higher levels of support may not even be included in the planning process and transition plans are often…

Persons with disabilities have been underrepresented in the science, technology, engineering, and mathematics (STEM) fields for many years. Reasons for this include low expectations for students with disabilities, limited exposure to prerequisite courses, lack of role models, and lack of access to individualized supports. This article identifies…

Aim: The aim of this study was to examine geographical variability in the support for families caring for children with severe disabilities as well as the relationships between this variability and local government social and educational performance indicators. Method: Data were collected from a cross-sectional, self-completed postal survey of the…

In one experiment and two case studies, peer tutors were used in a program with disabled students exhibiting aberrant behaviors in the classroom. Peer tutors received training on how to provide appropriate commands and specific praise statements, as well as to decrease negative statements. Results indicated that trained peer tutors were able to…

Describes how a third-grade teacher worked with a child in her class who had attention deficit disorder. The child was easily distracted and frustrated and had low self-esteem. The teacher's sensitivity to his ups and downs and her flexibility in modifying lessons helped the child succeed. (SM)

Describes how a Red Flag Carry-Over Reclaiming Intervention is used with a 16-year-old mainstreamed male student. Removing the student from the situation, allowing him silent "drain-off" time, and helping him learn to identify his self-defeating behavior helped him to avoid an overwhelming life experience. (MKA)

Practical and engaging, this book contains 21 case studies that help students apply curriculum theory to classroom reality. Each case is authored by an in-service teacher, reflecting on ways to improve instruction by making changes to various aspects of the curriculum. These real-life examples investigate up-to-date curricular issues ranging from…

A theoretically and empirically based intervention, Self-Regulated Strategy Development (SRSD), for students who struggle with academic tasks is described. The instructional implications and evaluation of performance for one student with learning and behavioral difficulties highlights the usefulness of this instructional approach. Six individual…