Practitioner journals are one means of translating research to practice. This study explored the extent behavioral interventions for students with mild disabilities are disseminated through special education practitioner journals. Researchers reviewed 3,298 articles published between 1988 and 2017 in four prominent special education practitioner…

This investigation compared the use of traditional instruction with that of classwide peer tutoring using materials containing embedded mnemonic strategies to provide strategic information and supplemental practice of important content. Eight inclusive seventh grade social studies classes with 186 students, of whom 42 were classified with mild…

Disproportionality of African American males in special education and for disciplinary referrals has persisted for several decades. Culturally responsive social skill instruction, designed to teach critical skills and to involve peers from the learners' cultural group, can serve as a means to promote the overall social competence of African…

The authors of EC 609 935, a paper comparing characteristics of children with high functioning autistic disorder (H-F AD) with those of children having mild disabilities, reflect on difficulties in accurately identifying and programming for H-F AD children. Educators are urged to evaluate such students in terms of learning style, behavioral…

The authors of a research article (EC 614 673) on the effects of self-recording on behavior change in students with mild disabilities reflect on the impetus for the study, why self-monitoring was preferred over other interventions, what was learned about self-monitoring, and what would be done differently if they were to repeat the study. (CR)

Examination of the school records of 41 children (ages 3 to 18) identified as having higher functioning autistic disorder (H-F AD) indicated that subjects' characteristics (including cognitive, language, social, developmental, and medical) were as similar to those of children with learning disabilities as they were to other children diagnosed as…

Discussion of school-to-work (STW) transitions for youth with mild disabilities first summarizes current research and models of practice on STW transition in special education, then identifies implicit yet infrequently named theories in research and practice, makes connections to STW theories outside special education, and suggests how emerging…

The study compared adolescents with mild mental retardation, learning disabilities, behavioral disorders, and no known handicaps using measures of sociometric status, social impact, and social preference. Not all students with mild handicaps were similar in social acceptance, rejection, and preference. Learning-disabled students were remarkably…

Observation of 22 children with mild disabilities (grades 3-6) over 2 years in cooperative learning inclusive settings indicated that only 40% of the students successfully participated in cooperative groups. Differences among classroom practices (for example, selection of partners, teacher monitoring, and establishment of a cooperative ethic) were…