Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and…

Students with autism spectrum disorder (ASD) require effective academic interventions tailored to their distinctive learning characteristics. This is especially important in mathematics since approximately a quarter of learners with ASD have a mathematics learning disability. This meta-analysis examined the effectiveness of mathematics…

Technical assistance (TA) is a term used to describe efforts provided to an individual or organization to support capacity development (Katz & Wandersman, 2016; West et al, 2012) to promote the adoption of evidence-based practices or affect systems change (Dunst et al., 2019). This capacity development can focus on developing knowledge and…

Purpose: This study aimed to examine physical educators' attitudes toward teaching students with disabilities in general physical education after participating in a Paralympic School Day professional development program. Methods: Elementary through high school physical education teachers participated in a Paralympic School Day professional…

Students with disabilities often present social, emotional, and/or behavioral problems that can adversely impact their educational progress. As a result, interventions that are effective in addressing these non-academic challenges are needed. Self-management is an intervention that has demonstrated effectiveness across individual studies and…

This article discusses a recent Australian study that examines the relationship between teachers' beliefs in inclusive education and their levels of teaching self-efficacy, which previous research finds is correlated with more effective teaching practices. Whereas inclusion in the United States usually refers to placing students with disabilities…

The purpose of this transcendental phenomenological study was to describe experiences of dialectical behavior therapy for special education teachers at a large, suburban school district in the Southeast United States. The theory guiding this study was Bandura's social cognitive theory (SCT), as it explains how new behaviors are learned and…

The irruption of Information and Communication Technologies in society in general, and immersive technology, in particular, are playing an important role in the educational field, among other reasons, due to the way they favour the inclusion of students with Special Educational Needs. The main objective was to carry out a systematic review of the…

Communication deficits are one of the main characteristics of autism spectrum disorder (ASD). Self-injurious behavior (SIB) in individuals with ASDs often occurs due to the individuals' lack of social-communicative abilities to express what they want (e.g., attention; access to tangible items; help). Many researchers have successfully used…

School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10…

Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous…

Although functional behavioral assessments and behavior intervention plans (FBA-BIP) are standard practices for students with disabilities, the research base on the nature of FBA-BIPs is limited as most record reviews were conducted before 2010. We examined key compliance components of FBA-BIPs for 304 students with disabilities in one large U.S.…

School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an inclusive multi-tiered system of behavioral supports that has been widely adopted by K-12 schools in the United States. SWPBIS focuses on creating safe, equitable, and inclusive school environments and has been linked to both positive behavioral and academic outcomes for…

School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially…

There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to…