This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in…

The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching…

The Organisation for Economic Co-operation and Development (OECD) has reported that boys all over the world underperform their female peers at school. This trend creates problems for this generation of males and could also pose unforeseen consequences for the next generation. A review of journals, magazines, and other media outlets uncovered a…

For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. Student outcome data suggest that the current educational system does not adequately prepare students with the most intensive needs, particularly students with disabilities, for the world of college and work. Although the…

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal,…

This study addresses the moral and behavioral decline among Mauritian youths that followed introduction of the CPP Value-Based Differentiated model which integrates moral and spiritual values into teaching practices. Evaluation involving university and high school students, along with instructors, indicates the model's effectiveness in instilling…

The problem of low achievement and failure of 8th-grade students to attain state proficiency level in science in a local school district was addressed in this case study. Data from 2012-2016 revealed that 93% of 8th-grade students in 2 suburban middle schools in the targeted state failed to meet science proficiency standards on the science…

This brief helps educators implementing a Multi-Tiered System of Supports (MTSS) framework, like positive behavioral interventions and supports (PBIS), organize classroom supports for preventing, teaching, and responding to students' social, emotional, and behavioral (SEB) needs across the continuum. In classrooms, each educator implements,…

Background: Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value. Aims: This study aims at investigating the best configuration (unique or synergistic)…

The prevalence of students with behavioral problems who also have learning problems has been reported to be as high as 50% (Glassberg et al. "Behavioral Disorders," 25, 9-21, 1999). In the current study, we progressively evaluated the effects of positive reinforcement, instructional strategies, and, if needed, negative reinforcement on…

This study examined teaching practice in Singapore mathematics classrooms and its prediction of student engagement. A large sample of Singapore Secondary 2 students first reported perceived teaching practice in their mathematics classrooms in Term 1 and their engagement in mathematics study in Term 2. Based on Rasch analysis of teaching practice,…

Historically, the least restrictive environment (LRE) is the environment that allows students who receive special education services to be with typically achieving peers to the greatest degree that is appropriate. Recently, there has been an emphasis on supporting all students during the coronavirus pandemic (COVID-19). Students have gone through…

The use of technology in K-12 education is now more widespread than it ever was before the pandemic, and that is the case even though nearly all schools across the country have transitioned back to in-person learning. Record numbers of students now have their own school-issued digital devices, educators have become more critical evaluators of…

Despite advances in evidence-based core instruction and intervention, many students with disabilities continue to achieve poor academic and behavioral outcomes. Many of these students are not sufficiently responsive to standardized programs and require more intensive, individualized supports. While many interventions and school problem-solving…

Students with academic, social, and emotional disabilities often demonstrate challenging behaviors and struggle to remain focused on the lesson, learn less that their peers, resulting in lower academic achievement. Research has demonstrated that the more actively engaged students are in the lesson, the more they learn, and therefore the more…