This article is part of a special LDRP research-to-practice series introducing key concepts to enable special education practitioners and other nonresearchers to be more informed research consumers. In the article, we explore how social validity is assessed in special education research and how to interpret social validity assessments. Rather than…

The What Works Clearinghouse (WWC) Standards Briefs explain the rules the WWC uses to evaluate the quality of studies for practitioners, researchers, and policymakers. This brief explains what baseline equivalence is and why it matters. As part of the WWC review process for certain types of studies, reviewers assess whether the intervention group…

Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of…

Writing is an important content area that pervades all subject areas and is required for post-school success, yet many students with autism spectrum disorders (ASD) often struggle in written expression. In this article we discuss the characteristics of students with ASD that make writing difficult, and the strengths, such as the use of technology,…

As evidence-based practice is increasingly accepted in social work, the challenges associated with its actual implementation become more apparent and pressing. This article identifies implementation as a critical issue for research; implementation itself must be better understood if evidence-based practices are to be used and resultant…

Promoting social interaction among students with severe disabilities and their general education peers has long been a prominent focus of research and policy efforts. We asked 81 educators to evaluate the effectiveness, feasibility, and actual use of 12 intervention strategies for increasing social interaction among high school students with and…

An emerging body of research demonstrates the effectiveness of video self-modeling (VSM) in addressing social, communication, and behavioral functioning of children with autism spectrum disorders. The primary purpose of this study was to examine the benefits of a VSM intervention in increasing the social engagement of young children with autism…

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students…

This guide is intended to help elementary school educators as well as school and district administrators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes five recommendations and indicates the quality of the evidence that supports them: (1) Identify the specifics of…

This article provides a review of current literature on the comparative validity of different functional assessment and analysis strategies. It describes functional assessment as an outcome-driven process and explains observational assessment strategies and using assessment information to plan interventions. A proposed process for teachers and…

This study describes the development of the Active Treatment Client Rights checklist (ATCR), which was designed to facilitate the assessment, monitoring, and implementation of readily observable client active treatment services for adults with developmental disabilities. The ATCR was found to be highly reliable, valid, and useful in enhancing…

The use of unconventional interventions in special education is addressed, and teachers are urged to stick with data-based interventions that have empirical evidence supporting their effectiveness. (DB)

This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. (Author/JDD)

This annotated bibliography on the use of facilitated communication with people unable to express themselves was developed as part of a statewide training and technical assistance project in Maine. The 75 citations are listed alphabetically by author and date from 1986 through 1993. The items listed report on the use of facilitated communication…

This article critically examines issues of whether children with learning disabilities differentially exhibit concomitant problems in sensory integration (SI) and whether such children are helped by SI therapy. It concludes that research findings indicate that SI therapy is not merely unproven but a demonstrably ineffective remedial treatment for…