Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support…

Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One…

Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are…

Developmental dyscalculia (DD) affects 2-6% of the population. Yet, a readily accessible list of potential interventions for DD is not available or can be easily found by educators. With a large percentage of the population afflicted with DD, educators should be made aware of what supportive approaches are available. The purpose of this study was…

The purpose of this article was to evaluate the quality of research studies and the evidence base for algebra instruction for secondary students with learning disabilities (LD) from 2000 to 2020. We evaluated the quality of methodological rigor of a total of eight single subject and three group design research studies using the 2014 Council for…

Meta-analysis is one approach for synthesizing research studies to identify generally effective instructional practices for students with learning disabilities (LD). In this article, we define core components of meta-analytic literature reviews, discuss how to interpret findings from meta-analyses, and provide guidelines for how research consumers…

It is imperative teachers use evidence-based practices to instruct all learners. Yet, there are limited reviews focused on educational practices to support secondary students with learning disabilities in algebra. This evidence-based systematic review focused on research published in peer review journals between 1999 and 2019. Eighteen studies…

Over the past decades, there has been a significant increase in the use of computers and mobile devices in schools as part of mathematics instruction for students with learning disabilities (LD). The purpose of this synthesis was to provide a systematic review of the research on the effects of computer-assisted instruction (CAI) for both computers…

Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to…

Purpose: Students with learning disabilities (LD) often struggle to initiate writing tasks and have difficulty devoting sufficient resources to complete written compositions. Educators must determine the most effective writing instruction to help these students. Evidence-based educational practices benefit from research reviews such as systematic…

Progressing through schools may be challenging for some students, especially those with learning disabilities (LD). In social studies, for example, students grapple with increasingly complex texts, independent work, direct instruction, critical thinking, analysis, and other learning demands. As students transition from elementary schools where…

The acquisition of numerical competency is regarded as imperative for quality of life and economic well-being. Many children have significant mathematical learning difficulties known as dyscalculia. The aim of this research was to systematically review the available literature for interventions with children presenting with dyscalculia in primary…

Decreasing the well-documented research-to-practice gap in special education is thought to partially depend on practitioner access to quality evidence-based interventions. Practitioner journals are one such resource for obtaining this information. The current study is a systematic review of articles published over the last 25 years (1990-2014) in…

The purpose of this study was to identify evidence-based practices (EBPs) for teachers of students with disabilities. A review of 13 trustworthy websites yielded 61 EBPs relevant, as determined by this author, to teachers of students with disabilities. The EBPs were organized into six categories: schoolwide framework, literacy instruction, math…

Students with autism spectrum disorders (ASD) are being included more frequently in general educational settings, and are therefore increasingly expected to access and master core curricular content, including mathematics. This comprehensive literature review synthesized eleven studies of mathematics intervention strategies for students with ASD.…