Guided practice within explicit instruction has been shown to be an effective method for teaching academic and behavioral skills to students with emotional and behavioral disorders (EBD). The support provided through guided practice allows students to acquire new skills confidently and successfully. This article provides practitioners of students…

Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two…

Students with learning disabilities often struggle with math fact fluency and require specialized interventions to recall basic facts. Deficits in math fact fluency can result in later difficulties when learning higher-level mathematical computation, concepts, and problem solving. The response-to-intervention (RTI) and…

Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic…

It is understandable that misuse of the terms "specially designed instruction" (SDI), "high-leverage practices" (HLPs), "explicit instruction" (EI), and "intensive instruction"(II) has bred confusion among professionals, and this confusion may lead to miscommunication and misunderstandings in the field.…

Children with disabilities often demonstrate difficulties in code-focused and meaning-focused domains of literacy. Best practice indicates that skills within these domains should be taught together. The current study used principles of ABAB single-case experimental design to monitor the development of narrative retelling and phonemic awareness in…

"The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of…

This guide is a revised and updated edition of "Making It Count." This version contains much of the information from the earlier publication but also includes strategies for using project-based learning and Web-based instructional programs to support the development of mathematics proficiency for youth in short-term juvenile correctional…

Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition, motivation, learning, and future learning in the classroom. We examined whether a 6-hr intervention designed to teach the declarative and procedural components of planning, monitoring, and…

This guide is designed to support the development of mathematics proficiency for youth in short-term juvenile correctional facilities. Mathematics proficiency includes mastery and fluency in foundational numeracy; an understanding of complex, grade-appropriate concepts and procedures; and application of those competencies to solve relevant,…