ADHD is a behavioral cognitive correlate of achievement associated with lower reading performance. The externalizing and internalizing symptoms that characterize ADHD behaviors negatively impact the engagement of students experiencing reading difficulties and the ability to regulate attention and behavior during the reading acquisition process.…

Guided by an interpretivist paradigm, the qualitative case study reported on here provided insight into the points of view of 9 foundation phase teachers on whether they believed that Response to Intervention (RtI) could be a viable approach to implement within their own school context. A semi-structured, focus group interview was conducted to…

This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed…

This meta-analysis synthesized 26 published single-case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school-wide positive behavioral interventions and supports. We used Tau-U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential…

Preventing disruptive behaviors in an early childhood classroom was essential for promoting lesson engagement and academic success. Classroom management in which all students received reinforcers for their positive behaviors had reduced student disruptive behaviors within and outside of the classroom. The specific problem addressed in the study…

Since the introduction of response-to-intervention as a process for identifying specific learning disabilities and the widespread adoption of multi-tiered systems of support as a framework for instructional delivery, the role of the special educator has become blurred. Specifically, special educators have struggled to identify their role across…

It is estimated that twenty percent of the general population has some signs of dyslexia, and eighty percent of the students eligible for special education under Specific Learning Disability (SLD) are eligible due to reading deficits. As research on dyslexia and our knowledge of best practice identification and intervention grows, it is no…

Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey…

This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three strength of evidence assessment tools identified a…

Black children and their families encounter systemic disadvantages in their journey to and through an autism diagnosis. Black families often experience social and systemic barriers to service use. Providing family-centered, psychoeducational interventions can reduce barriers to service access and utilization for Black families raising autistic…

Inclusion of a diverse group of students, both regular learners and learners with special needs in chemistry classrooms is an important goal of chemistry educators. However, alternative conceptions in chemistry among high-school students can be a barrier for completing the learning process in the classroom, especially in a heterogeneous class.…

The COVID-19 pandemic in March 2020 resulted in widespread school closures, leading to a rapid transition from traditional face-to-face instruction to distance learning. Educators who used this traditionally face-to-face multi-tiered instructional framework to provide services to students with disabilities faced obstacles with implementation due…

Two brains are better than one, as the saying goes, and this is especially true in education. Educators who employ effective collaboration and co-teaching greatly amplify student engagement, achievement, and growth, particularly for those learners needing extra support. Written by two of the nation's top experts in co-teaching, "Connecting…

Background: Previous research into children's perceptions of science shows that children like science but often hold stereotypical views of scientists and commonly do not see themselves with a career as a scientist. Purpose: The aim of this study is to examine if a carefully designed medium-term, teacher-led STEM intervention, 'Scientist of the…

During the COVID pandemic, two virtual classes of Grade 1 students learned to write personal narratives in a Response to Intervention framework. Classroom teachers delivered Tier 1 Self-Regulated Strategy Development (SRSD) in personal narrative writing to 67% of students. A research associate provided Tier 2 SRSD instruction in personal narrative…