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Direct linkBerkeley, Sheri; Scanlon, David; Bailey, Tessie R.; Sutton, Jason C.; Sacco, Donna M. – Journal of Learning Disabilities, 2020
Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an…
Descriptors: Response to Intervention, Positive Behavior Supports, Equal Education, Students with Disabilities
Bernstein, Haidee K.; Hartman, Lenita Ashley; Hebbeler, Kathleen; Kaufman, Jennifer L.; Magaw, Darlene; Shaw, Evelyn F.; Schmidt, Lorendia K.; Spiker, Donna – ZERO TO THREE, 2020
This article spotlights Colorado and Rhode Island's collaboration efforts on the Keeping Children and Families Safe Act (PL 108-36, 2003), which reauthorized the Child Abuse Prevention and Treatment Act (CAPTA, 2018) and Part C of the Individuals With Disabilities Education Act (IDEA, 2018). These two key pieces of federal legislation require…
Descriptors: Child Welfare, Early Intervention, Infants, Toddlers
Ohio Coalition for the Education of Children with Disabilities, 2022
The Individuals with Disabilities Education Act (IDEA) is the federal law that secures special education services for children with disabilities from the time they are born until they graduate from high school. The law was reauthorized by Congress in 2004, prompting a series of changes in the way special education services are implemented. These…
Descriptors: Educational Legislation, Students with Disabilities, Equal Education, Federal Legislation
PACER Center, 2020
Students now live at a time of instant access to cell phones, tablets, or computers, which open the door to exciting new ways of connecting, interacting, and learning. However, these new modes of communication also present new challenges for parents. Not only do parents have to help children and youth navigate in-person social situations, they…
Descriptors: Bullying, Computer Mediated Communication, Parent Role, Intervention
Ohio Coalition for the Education of Children with Disabilities, 2019
The Individuals with Disabilities Education Act (IDEA) is the federal law that secures special education services for children with disabilities from the time they are born until they graduate from high school. The law was reauthorized by Congress in 2004, prompting a series of changes in the way special education services are implemented. These…
Descriptors: Educational Legislation, Equal Education, Federal Legislation, Positive Behavior Supports
Berg, Katherine; Eisenberg, Marla – Journal of Child & Adolescent Substance Abuse, 2018
This study aims to identify the relationships between Individualized Education Program (IEP) status and substance use. More than 122,000 eighth-, ninth-, and eleventh-grade students provided survey data in 2013. Analyses tested associations between IEP status and tobacco, alcohol, and marijuana use, accounting for emotional distress and…
Descriptors: Substance Abuse, Special Education, Individualized Education Programs, Grade 8
Davis, Andrew S.; Short, Cathrine M.; Chittooran, Mary M. – International Journal of School & Educational Psychology, 2020
The introduction of new treatments for and increased knowledge about HIV/AIDS in the United States has resulted in a substantial decrease in mortality but an increase in morbidity for children with these conditions. Pediatric HIV/AIDS are best conceptualized using a neuropsychological approach to assessment and intervention, as children may…
Descriptors: Acquired Immunodeficiency Syndrome (AIDS), Neurological Impairments, Chronic Illness, Special Needs Students
Reschly, Daniel J. – Topics in Language Disorders, 2014
The use of response-to-intervention (RTI) to identify children and youth with specific learning disabilities (SLDs) is described with multiple illustrations. Essential components of the RTI process are specified at multiple tiers of intervention, each essential to valid SLD identification. The RTI goals are prevention in general education, early…
Descriptors: Response to Intervention, Disability Identification, Learning Disabilities, Children
Freeman, Jennifer; Sugai, George – Exceptional Children, 2013
In this article, we describe and evaluate the extent to which recent changes to state-level policy are related to seclusion and restraint in schools and detail what components of comprehensive restraint and seclusion policy are indicated. We examined state policy documents and coded them for the presence of specific characteristics related to…
Descriptors: Disabilities, State Policy, State Legislation, Discipline
Cheney, Douglas; Jewell, Kelly – Advances in Special Education (MS), 2012
The 1990 reauthorization of PL 94-142, the Individuals with Disabilities Act (IDEA), emphasized the need for applied research in schools to prevent the development of emotional disturbance. Prevention research then led to mandates in IDEA 1997 that schools must develop positive behavior interventions and supports (PBIS) for children and youth…
Descriptors: Outcomes of Education, Behavior Disorders, Emotional Disturbances, Educational Objectives
Download full textUS Department of Education, 2014
Developing positive school climates and improving school discipline policies and practices are critical steps to raising academic achievement and supporting student success. However, there is no single formula for doing so. Rather, the growing body of research and best practices in the field should inform locally developed approaches to improving…
Descriptors: Educational Environment, School Culture, Discipline, Prevention
Young, Jonathan; Ne'eman, Ari; Gelser, Sara – National Council on Disability, 2012
Like bullying in general, bullying of students with disabilities represents both a civil rights and public health challenge. Amongst the possible effects of bullying the U.S. Department of Education (DOE, 2010) includes lowered academic achievement and aspirations, increased anxiety, loss of self-esteem and confidence, depression and…
Descriptors: Civil Rights, Bullying, Prevention, Physical Health
Katsiyannis, Antonis; Zhang, Dalun; Mackiewicz, Sara Moore – Advances in Special Education (MS), 2012
Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future…
Descriptors: Success, Learner Engagement, Prevention, Behavior Disorders
Hoover, John J. – Theory Into Practice, 2010
The response to intervention model (RTI) represents a promising framework for the early identification and prevention of learning and behavior problems for students struggling in school. If RTI is properly implemented, it should reduce unnecessary referrals and placements into special education, and increase the accuracy of special education…
Descriptors: Behavior Problems, Intervention, Eligibility, Identification
National Council on Disability, 2015
In conjunction with its fall quarterly meeting, NCD convened a stakeholder forum in Atlanta in October 2014 to receive testimony on the role of special education in the School-to-Prison Pipeline. The findings and recommendations in this report are based upon the culmination of that testimony, interviews with experts, and review of available…
Descriptors: Disabilities, At Risk Persons, Correctional Institutions, Institutionalized Persons
