Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of…

Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior…

Introduction: The purpose of this study was to quantify the relationship between early motor skills, such as sitting, and the development of problem-solving skills in children with motor delays. Methods: Motor (Gross Motor Function Measure) and problem-solving (Assessment of Problem-Solving in Play) skills of 134 children 7-16 months adjusted age…

The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student's disability is related to the suspending behavior. An…

Due process hearings are an established parental right and procedural safeguard as part of the Individuals with Disabilities Education Act (2004) in resolving conflict. This process was created to ensure conflict resolution efforts have inherent challenges for school districts in how they respond to individual complaints while they continue to…

The Individuals with Disabilities Education Act (IDEA) funds programs providing services designed to assist children with a range of delays and disabilities in achieving individualized developmental and functional goals. There are two types of programs. Part C Early Intervention is for children ages birth-2, and Part B Preschool is for children…

Students with disabilities often struggle with grade-level mathematics without appropriate support and accommodations. This study compared the performance of middle school students with disabilities on computational-based mathematics assessments when they had access to calculators and when they did not. Using a single-case ABAB design, data were…

Response to intervention (RTI) emerged from the 2004 reauthorization of the Individuals with Disabilities Education Act, but the roots of RTI are found embedded within the history of the field of learning disabilities (LD) as well as other sources of influence. In what follows, we provide a brief history of LD and highlight the connection between…

Multidisciplinary teams are responsible for identifying reasonable accommodations that mediate the impact of a disability and level the playing field between those with and without disabilities on high-stakes mathematics assessments. However, minimal guidance is provided to teams selecting accommodations. This article provides a decision framework…

Under the Individuals with Disabilities Education Act (IDEA), there are formal dispute resolution options for parents and school staff to pursue when they cannot reach consensus on educational programming for a student. Use of the required dispute resolution offerings continues to negatively impact the collaboration necessary between parents and…

Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine "what works for whom when." The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on…

The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability and related developmental disabilities (ID/DD) in K-12 schools. Each phase of the SNAP process is described, including identification of high priority support…

The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability and related developmental disabilities (ID/DD) in K-12 schools. Each phase of the SNAP process is described, including identification of high priority support…

A better understanding of the basic mechanisms of the Problem-solving/Response to Intervention (PS/RtI) framework will help educators address students' diverse learning and behavioral needs. It will also help educators who may view PS/RtI as a compliance matter rather than an informative educational process that helps children reach their goals.…

This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a…