Author Cara Shores provides a three-tiered instructional framework that helps educators establish integral baselines of performance for students, offering strategies for assessment, intervention, and remediation to ensure student growth. This book guides educators with step-by-step tools and methods for differentiated instruction and lesson…

To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two…

Purpose: This tutorial contrasts a familiar and frequently used speech sound disorder (SSD) intervention approach, conventional minimal pair, with newer but less familiar and less frequently used variants that may be more effective: (a) maximal opposition and (b) multiple oppositions. Method: This tutorial provides a general description of each…

Introduction: Given the lack of self-determination research and curricula focusing on children and youths with visual impairments (i.e., those who are blind or have low vision), the purpose of this article was to review the literature on effective self-determination practices for students with other disabilities for applicability to students with…

Implementing evidence-based practices requires not only knowledge of various interventions and practices but also professional judgment in selecting and applying an intervention that best meets the needs of the child and the family. Previous work on decision-making in evidence-based practices has focused on describing evidence-based practices, how…

The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs). The guide covers: (1) components of quality behavioral IEP goals; (2) how to know which behavior(s) should be addressed through an…

We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…

The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the…

Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various nonacademic skills; however, few studies have focused on using video prompting…

Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support teacher implementation. Reported is the iterative development of Literacy 3D, an enhanced support…

Transition from high school to adulthood is a difficult period of life for all youth, especially those with disabilities. Research indicates students with emotional and behavioral disorders (EBD) experience difficulties in transitioning to a postschool environment. Their postschool outcomes in the areas of education, employment, and community…

As special education provides the context for delivery of an individualized approach to administering evidence-based interventions, regardless of disability category, we were interested in whether the provision of special education impacts the developmental trajectory of aggression. A longitudinal latent class growth model was utilized to examine…

Students receiving behavioral supports in the third tier of the schoolwide positive behavioral interventions and supports (SWPBIS) framework are often identified as having emotional and behavior disabilities. Although educators implement evidence-based practices with fidelity, these practices are not always effective in supporting students with…

Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by the Exploration, Preparation, Implementation, and Sustainment implementation science framework, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors…

Implementation science provides guidance on adapting existing evidence based practices (EBPs) by incorporating implementation concerns from the start. Focus-group methodology was used to understand barriers and facilitators of transition planning and implementation for students with autism spectrum disorder (ASD) who often experience disparate…