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Direct linkLedford, Jennifer R.; Lambert, Joseph M.; Barton, Erin E.; Ayres, Kevin M. – Focus on Autism and Other Developmental Disabilities, 2021
Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices,…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Evidence Based Practice
Spiel, Craig F.; Evans, Steven W.; Langberg, Joshua M. – School Psychology Quarterly, 2014
The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of…
Descriptors: Adolescents, Program Content, Program Evaluation, Attention Deficit Hyperactivity Disorder
Peer reviewedGoodman, Gay; Pendergrass, R. A. – Education, 1976
Addresses itself to the problem of managing disruptive student behavior in the public classroom. Three major models for handling behavior are identified: the disciplinarian approach, the behavior modification approach and the therapist approach. (Editor/RK)
Descriptors: Behavior Change, Behavior Problems, Classroom Environment, Diagrams
New Jersey State Dept. of Education, Trenton. – 1984
This guide provides information about various types of alternative education programs that address the educational and behavioral needs of disruptive students. The programs suggested are aimed at students whose behavior is so disruptive that they must be removed from classes or from the school for varying lengths of time. These programs provide…
Descriptors: Behavior Problems, Discipline, Elementary Secondary Education, Guidance Programs
