Schools bear the burden of funding the majority of the services received by children with autism spectrum disorder (ASD) with the assumption that spent resources will result in meaningful positive outcomes for these students. Interventions lacking empirical support remain popular in schools despite lacking or limited evidence that students will…

This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments. Baseline data from a multistate, longitudinal research project evaluating interventions to promote self-determination were examined…

This article by a recipient of the Council for Exceptional Children's Research Award presents the author's perspective of research as detective work, starting from the investigation of dyslexia, and progressing to such topics as the design of secondary education for students with learning disabilities, dropouts, classroom and instructional…

This paper presents a rationale and suggestions for increasing the quality of and demand for research findings as a vital component of educational improvement efforts. Addresses issues of trustworthiness, useability, and accessibility and suggests ways to nurture demand for research among influence producers, knowledge producers, knowledge…

Responses to a paper on increasing the quality of and demand for research findings in education include opinions of individuals representing the American Federation of Teachers, the Learning Disabilities Association, the National Alliance of Business, the National Association of State Directors of Special Education; and the Disability Policy…

This paper presents a synthesis of responses by various national groups to a paper calling for increasing the quality of and demand for research findings in education. Also presents the Council for Exceptional Children's suggestions for improving the utilization of research findings and bridging the gap between theory and practice. (DB)

This introductory article to a special issue on families of children and adolescents with special needs across the life span notes the articles' focus on theory, research, and practice as a way to provide information about current work in the fields of early intervention, special education, and family support from an ecological perspective. (DB)

The author, the 1996 winner of the Council for Exceptional Children Research Award, reviews trends in research and changes in special education over the past 25 years. Emphasis is on the continued need for research on learning disabilities and ways to ensure that research findings are translated into practice. (DB)

In the context of a discussion of the use of meta-analysis techniques, two articles take issue with the findings of Casto and Mastropieri concerning effects of early intervention, in particular age-at-start parent involvement, conceptual and methodological problems. The authors of the original article provide rebuttals to the critiques. (JW)

This article explores factors leading to development of antisocial behavior in children and later negative outcomes including school failure, delinquency, and violence. Best practices in screening and early intervention for at-risk and antisocial children are identified. Recommendations are offered based on research-based practices, tools, and…

This article describes an assessment approach for students with severe and multiple disabilities, SMH.PAL, that employs expert system technology. The system matches behavior topography with studies describing treatment approaches and then generates case-specific, annotated descriptions of potentially useful articles. It also models an approach to…

This article summarizes the critical findings of recent research syntheses concerning intervention with students who have learning disabilities. The syntheses examined research on higher-order processing and problem- solving, reading comprehension, written expression, and grouping practices associated with improved outcomes in reading. Principles…

The use of coaching to bring research-based teaching practices into general education classrooms to improve reading instruction for students with learning disabilities is explored. Twelve elementary teachers were trained and mentored by consultants and two special education coaches. Special and general educators conceptualized teaching differently…