The use of evidence-based practices (EBPs) is a tenant of effective instruction for students with disabilities in general and special education classrooms. In fact, it is essential that teachers use EBPs across content areas as they would benefit all students and maximise opportunities for those with special needs. Often, students with…

High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle. We begin by…

The primary purpose of this publication is to provide those involved in special education teacher preparation and professional development with a set of high-leverage practices (HLPs) that were identified through consensus among special educators. These HLPs may be used to design a cohesive set of practice based opportunities to support teacher…

The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

Social development of students with disabilities is examined from a developmental synthesis perspective. Issues in the social skills deficit framework are also discussed, along with formation of classroom social networks and their role in behavior development. Social interventions should focus on both the classroom social network and the…

Over the last several years, there has been an increased focus on school readiness and supporting children during the preschool years to learn the skills they need to be successful in elementary school and beyond (Bowman, Donovan, Burns, et al., 2000; Shonkoff & Phillips, 2000). The capacity to develop positive social relationships, to concentrate…

This paper reports findings from a study of social adjustments in the face-to-face interactions of four highly original preschool children, and suggests a framework for guiding the social development of gifted and talented young children. Descriptions of the four students' behavior patterns demonstrate the social adjustments they employed in…

This curriculum guide aims to facilitate teaching and learning in the area of personal/social behavior for exceptional children in grades K-12. The scope and sequence of the guide are intended to reflect the course of normal social development beginning with a focus upon the self, through the metamorphosis of the self into a social being. A major…

Three kindergartens and one prekindergarten, totaling 213 children, participated in a Behavior Modification program during the 1971-72 school year. A research assistant in each location worked directly with the teacher in measuring and evaluating teaching methods and in developing alternative procedures as needed to teach the same skills or…