Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal pra[...]

In this study, the authors examine whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom [...]

Through research-practice partnerships (RPPs) researchers and practitioners engage in long-term problem-solving collaborations aimed, in part, at increasing the capacity [...]

Although co-teaching has become a popular approach to special education service provision in inclusive classrooms, practitioners have struggled to carry it out well. One [...]

Violence has permeated the fabric of public schools. Many teachers are fearful, unprepared, and ill equipped to deal with dangerous student behavior. One of the major imp[...]

In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teac[...]

Student success in school depends, in part, on adequate social-interpersonal skills. Yet, in a time when all students are expected to reach specified academic goals, scho[...]

Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the[...]

Too frequently, current approaches to discipline de-emphasize the importance of social, emotional, and behavioral instruction and overemphasize the use of punishment. Whe[...]

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five de[...]

In 1990, the Commonwealth of Pennsylvania revised its special education standards to require intervention-assistance services (i.e., Instructional Support Teams or ISTs) [...]

Beginning with Public Law 94-142 (see Education for All Handicapped Children Act [IDEA] of 1975, codified and amended as Individuals With Disabilities Education Act of 20[...]

Being strategic implies intentionality. It involves knowing what one wants to happen, and then intentionally seeing that it occurs. It also implies having a toolbox from [...]

As we posited in Part I of this special issue, time is an important consideration for teachers to address when they are teaching students how to acquire, maintain, and ge[...]

Fifteen years ago, as a beginning special education teacher, I was proud of the preparation I had received in developing individualized education programs (IEPs). I was c[...]

Students with learning and behavioral disorders often lack the requisite academic skills and behavioral self-control to remain engaged during passive seatwork activities.[...]

Today, teachers are responsible not only for meeting the diverse needs of all students but also for ensuring improved educational outcomes. Accordingly, school personnel [...]

As increasing numbers of students with disabilities are taught in general education classrooms, co-teaching has become an established method of special education service [...]

Being strategic at facilitating change in the quality of accommodations employed on behalf of students with learning disabilities means focusing on aspects that can be ch[...]

Do you want to help students believe in themselves and their learning potential? This article addresses the challenge of disengaged students and provides teachers with a [...]

This study investigated the effects of a strategic self-monitoring intervention (i.e., The University of Alabama ACT-REACT) on the academic engagement, nontargeted proble[...]

There is little question that today's society is a litigious one, and few professions can escape the realities of such. Although there is no mandate for national data col[...]