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…

This study illustrates why preschool children who are dual language learners (DLLs) are not a homogeneous group. An empirically developed model of preschool DLL subgroups, based on latent class analysis, was presented. The model reflects three separate subgroups of DLL children present in many classrooms where DLL children are served: Bilinguals,…

According to the Centers for Disease Control and Prevention (CDC), the numbers of children identified with Autism Spectrum Disorder (ASD) continues to rise. In North Dakota, the percentage of students identified with an ASD has increased from 1.9% of the total population of students with disabilities in 2004 to 6.2% of that same group in 2013-14.…

The field of special education, and specifically the area of intellectual disabilities, has undergone dramatic changes in terminology, evaluation practices, service delivery models, expectations for learning, career development, and independent living opportunities. "Guidelines: Intellectual Disabilities in Educational Settings" is…

In an era of standards and norms where assessment tends to minimize or dismiss individual differences and results in punitive outcomes or no action at all, Assessment of Young Children provides teachers with an approach to assessment that is in the best interest of both children and their families. Author Lisa B. Fiore explores a variety of ways…

Academic and behavioral assessment of learning disabled students (ages 3-11 years) at the Greene County Learning Center (Xenia, OH) is comprised of three tests (Woodcock Reading Mastery Tests, the Peabody Individual Achievement Test, and Group Learning Skills Tests) and teacher observation. An individualized educational program is determined based…

Intended for trainers developing inservice workshops for regular classroom teachers and/or generalists, the manual contains information that evolved from field experiences and training efforts of special educators associated with the Rocky Mountain Regional Resource Center's (RMRRC) program to explore ways to support teachers serving handicapped…

The Step by Step program was begun in 1994 as an experiment linking sound early childhood educational (ECE) practice with concepts of democracy to create classrooms in which children practice choice and learn critical thinking skills, and in which parents actively participate in their child's education. This manual extends the concepts of…