The number of students assigned to special education has increased in the past decades, in spite of efforts for more inclusion. For students with mild learning or behavioral difficulties, special education assignment might be prevented if appropriate support is provided in general education. In this study, research on programs that could reduce…

Despite not having specific special education laws, Norway's "Lov om grunnskolen og den vidaregåande opplaeringa" (Act Relating to Primary and Secondary Education and Training) law provides individualized instruction to students who qualify for special education services after an extensive evaluation process. Improvements are recommended…

As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…

States and jurisdictions are under increased pressure to demonstrate the use of evidence-based treatments (EBTs) for children's mental health, increasing the demand for a workforce trained in these practices. Universities are a critical pipeline for this workforce. This article describes the genesis and evolution of a university-based initiative…

This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or…

This volume focuses on evidence-based practices (EBPs), supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders. However, a number of obstacles exist in identifying, conceptualizing, adopting, and…

We offer a methodological illustration for researchers and practitioners of how to conduct a development study consistent with the parameters delineated by the Institute of Education Sciences (IES; U.S. Department of Education [USDE], 2010) to explore the utility of an existing Tier 1 intervention applied as a Tier 2 support within a three-tiered…

This article provides an historical look at how programs and practices for students with emotional or behavior disorders (E/BD) have been evaluated since 1964, leading to a codified, although not universally recognized, set of recommendations for evaluating best practices for students with E/BD set out by The Peacock Hill Working Group (1991). The…

The purpose of this study was the program evaluation of a special education day school compared to a set of best practice standards for school programs for students with emotional and behavioral disorders. This evaluation will enable the organization to make decisions about which aspects of the program to continue, strengthen, or discontinue. …

Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by…

Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). This increases the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education. This article reviews evidence-based secondary transition practices…

Alberta Education provides programming support and funding to school authorities to develop and implement special education programming for ECS children and students in grades 1 to 12. "Special Education Coding Criteria 2009/2010" outlines criteria within specific categories to help school authorities identify those children and students…

Used static and dynamic features of classroom environment to describe impact of special education program on 84 behaviorally disturbed adolescent males. Although program apparently met its objectives (increases in appropriate behaviors and decreases in inappropriate behaviors), ecobehavioral data suggest that students were mostly involved in…

Analyzes effectiveness of using the self-concept series and the weave process with students with behavioral disorders. Discusses the program and offers practical examples for initiating the three steps of the series. Results demonstrate that the programs produce an increase of self-concept and an improvement of behavior. (RJM)

An experimental project was implemented to test the effectiveness of full inclusion of students with learning and behavioral disorders at a rural middle school within the Appalachian region of Kentucky. Thirteen students with behavioral disorders or learning disabilities were placed in four regular classrooms for 3 months. Five teachers…