High-Leverage Practices in Special Education.

Published on Jan 1, 2017
James McLeskey30
Estimated H-index: 30
,
Mary-Dean Barringer1
Estimated H-index: 1
+ 9 AuthorsMary Catherine Scheeler1
Estimated H-index: 1
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Abstract
đź“– Papers frequently viewed together
1968
1 Author (Dorothy Lampard)
References9
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#1Maya IsraelH-Index: 17
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Abstract Teachers are often viewed as being primarily responsible for the quality of their classroom environment and teaching practices. Yet, the aggregate skills and competencies of children within classrooms may affect teachers’ ability to engage in emotionally and instructionally supportive interactions and maintain an organized classroom. The objectives of this study were to 1) identify common types of classrooms based on children’s academic and social-emotional competencies, and 2) examine ...
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#1Cassie M. Kolbenschlag (UGA: University of Georgia)
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Prompt cues for recording in self-monitoring interventions can be delivered through a number of different modalities. The current study evaluated a self-monitoring intervention using a discreet auditory prompt (via a single wireless in-ear headphone) plus reinforcement for recording accuracy on increasing on-task behaviors in individuals with autism spectrum disorders. Two of the three individuals demonstrated an increase in on-task behaviors and accuracy of recording during the initial interven...
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This study examined group-delivered behavioral skills training (BST) as a method for preparing special education teacher candidates to demonstrate active listening communication skills. Results indicated that: (a) BST was effective for instruction, (b) all instructional groups maintained communication skills across probes, and (c) participants felt prepared to talk to general education teachers and parents after BST in communication skills. Results offer evidence that BST can be implemented in g...
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#2Phyllis Jones (USF: University of South Florida)H-Index: 8
Last. Catherine Wilcox (USF: University of South Florida)H-Index: 3
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Assistive technology (AT) can be used to support the academic and social development of students with disabilities in the classroom. This research asked teachers of students with disabilities to share the elements that they report as being necessary for the successful implementation of assistive technology they have available in their classrooms. The teachers reported on their successful experiences. There has been a great deal of research in the appropriate selection of devices to suit the need...
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#2Janelle E. Rodl (SFSU: San Francisco State University)H-Index: 3
This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from a...
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Les approches (socio)constructivistes sont souvent presentees comme etant les seules a pouvoir developper des competences. Est-ce vraiment le cas? Cet article examine dans un premier temps quatre presupposes pouvant etre a l’origine de cette posture. Il montre ensuite, a partir de travaux en psychologie cognitive, que le developpement d’une competence est plutot favorise par l’adoption d’un enseignement explicite.
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