Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

This Spotlight explores key aspects of MTSS implementation, including its relationship to special education and effectiveness in improving student outcomes. Discover how MTSS can be used to support social-emotional learning, address discipline disparities, and ensure equitable access to resources and support. By combining data-driven…

Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS,…

Narrative texts may represent a specific form of indirect contact, i.e., vicarious contact between the members of different groups. The present study introduces an online reading intervention promoting intergroup trust between children from the majority Czech population and the Vietnamese minority, reducing their perceived social distance and…

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

Problem behavior, such as non-engagement, impacts academic outcomes (McIntosh et al., 2008; Morgan et al., 2008; Nelson et al., 2003; Roberts et al., 2015). Theories examining the relationship between problem behavior and academics suggest the following regarding the directionality of the relationship: (a) academic challenges lead to problem…

In this study we tested the usability, feasibility, social validity, and effectiveness of Engaged Learners, a behavior support program designed to be integrated into small group reading interventions. Participants included eight Grade 3-5 students with co-occurring reading difficulties and inattention. A concurrent multiple-baseline design was…

Research was reviewed that focussed on the reading comprehension abilities of students with Autism Spectrum Disorders (ASD). Although single-case experimental design (SCD) is an accepted and widely used way in which to evaluate an evidence-based practice, very few studies met the What Works Clearinghouse (WWC) standards for evidence-based SCD…

Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to…

In 1987, James Ysseldyke made an open call in Exceptional Children, asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this population remains limited. Approximately 9% of the K-12 special education population nationwide is composed of…

The current study examined the effect of a planning and goal-setting intervention in reducing latency to task engagement. This study used a multiple baseline design across participants for two seventh-grade and two eighth-grade students in a remedial reading class. The behavioral intervention was administered in small groups at the start of each…

Guided reading is a popular approach to teaching reading in today's schools. With the increase of schools and districts implementing response-to-intervention programs, guided reading can be easily enhanced to provide additional supports for students at risk for school failure who exhibit learning and behavioral challenges. This column offers…

This evaluation brief describes how Wisconsin is implementing an equitable multi-level system of supports (MLSS) framework, also known as a multi-tiered system of supports (MTSS), and how schools implementing this framework with both a behavior and reading focus have shown positive outcomes for all students. The data analyzed in this brief were…

Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…

Students who are socially competent are more likely to experience school success than those who are not. Students with social deficits experience frequent failures with both peers and adults and often require explicit social skills instruction. Because social skills instruction programs taught in isolation rarely result in successful skill…