Previous studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students' strategy preference moderates the effect of self-explanation strategies on learning from video lectures. The current study investigated how students'…

Prior research has shown negative relations between math anxiety and math performance. We posit that one potential pathway through which math anxiety influences performance of math equivalencies is through help seeking behavior during learning. Here, we examine whether middle school students' behavior, specifically the frequency of hint requests,…

This brief addresses two evaluation questions: (1) What are the effects of supporting educators to intentionally intensify their practice on their overall implementation of targeted classroom practices (i.e., prompting, engaging, and praising)? and (2) What are the effects of educators intentionally intensifying their classroom practices on the…

Background: Early childhood leadership leads to positive outcomes for young children, including social competence. Objective: The purpose of the present study was to examine the leadership behavior exhibited by three preschool aged children and to determine if teacher prompting could increase the frequency of leadership behaviors exhibited by…

Establishing positive classroom expectations, or norms, that reflect the shared values of a classroom community (i.e., educators, students, families) is an important step toward creating a positive teaching and learning environment. This brief provides guidance for creating and using a classroom teaching matrix to explicitly identify, define, and…

A single subject multiple probe design across participants was used to examine the effects of distributing trials in shared stories on listening comprehension and skill acquisition with students with significant cognitive disability (SCD). The results suggest a functional relationship between the independent and each of the dependent variables. In…

The purpose of this study was to examine pre-service teachers' treatment integrity (TI) in the use of constant time delay (CTD) and simultaneous prompting (SP) while teaching discrete and chained behaviours. A descriptive research design was used. A total of 28 pre-service special education teachers (16 females and 12 males), whose ages ranged…

Trauma, including abandonment, neglect, poverty, or abuse, affects students. Because of this, a classroom community is vulnerable to the sheer unpredictability of behaviors. Students who have experienced trauma need support in order to create a classroom community where they can thrive and learn. This study examines a Whole-Child Approach…

Precorrection is a low-intensity strategy that focuses on preventing problem behaviors from occurring by providing reminders for appropriate responding, context modification to support student success, and reinforcement for appropriate responding. In this article, we describe a step-by-step process for using precorrection. Throughout the article,…

Active supervision is a practical strategy for increasing student engagement and decreasing student disruptive behavior. In this article, we describe a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of…

Teaching academic instruction to students with significant cognitive disability (SCD) has been done with success over the past years (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2008; Hudson & Test, 2011; Mims, Hudson, & Browder, 2012), However, research is scarce and further instructional strategies are needed to help align the…

Quiet students are sometimes misunderstood in the college classroom. Students may be quiet for reasons related to personality traits, learned behaviors, or situational factors, but regardless, their silences may be misinterpreted by their instructors as a lack of engagement in their courses. In fact, quiet students are often very engaged in the…

Limited data are available regarding how response prompting procedures should be used in early childhood settings. The purpose of this study was to compare the efficiency of progressive time delay instruction presented via two trial arrangements: massed and embedded. During massed trial sessions, a short instructional session was conducted,…

The preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007; Luczynski & Hanley, 2013) involves teaching social skills as a means of decreasing and preventing problem behavior. However, achieving durable outcomes as children transition across educational settings depend on the generalization and long-term maintenance…

Video-based intervention (VBI) has strong evidence supporting efficiency in teaching social, communication, functional, behavior, play, and self-help skills and emerging evidence for teaching academic skills to students with autism spectrum disorder (ASD). VBI allows opportunities to electronically provide personalized, consistent, and prerecorded…