We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement)…

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education…

The co-occurrence of reading disorder (RD) and attention-deficit/hyperactivity disorder (ADHD) has received increasing attention. This review summarizes the epidemiology, treatment strategies, psychosocial impact, and economic burden associated with the co-occurrence of these conditions. Common genetic and neuropsychological deficits may partially…

The combination of two cognitive behavior modification procedures--self-monitoring of attention and self-monitoring of academic accuracy--with a group of low functioning students in a LD self-contained class was effective for all four students in improving attention-to-task and for three of the four children in percentage of accurate responses on…

Characteristics of a behavioral approach to remediating academic deficits of learning disabled (LD) children are reviewed. The behavioral approach encompasses individualization and mastery learning, direct teaching, and an emphasis on measurement. (SEW)

Literature is cited on such classroom management techniques as environmental manipulations, curriculum modifications, behavior modification, and dealing with affective attitude. Also considered are home management techniques and self-control programs including biofeedback and relaxation training. (SB)

Twenty children in grades 4-7, half with learning disabilities (LD), received cognitive behavior modification training to reduce math anxiety. From pretest to posttest, children with LD produced increased amounts of positive self-talk. There was a moderate, positive correlation between increased positive self-talk and math performance. (Author/JDD)

Describes the Irvin Paraprofessional Program (IPP), a 12-week intensive intervention that includes: (1) direct intervention to children with attention deficit hyperactivity disorder by specially trained paraprofessionals; (2) teacher consultation by the school psychologists on effective classroom management strategies; (3) school-based…