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Direct linkLosinski, Mickey; Ennis, Robin Parks; Shaw, Ashley; Gage, Nicholas A. – Learning Disabilities Research & Practice, 2021
Students with mathematics difficulties often struggle with conceptual and procedural understanding of fractions. Self-regulated strategy development (SRSD) is an evidence-based framework for teaching a variety of academic skills, including mathematics. The purpose of this study was to extend preliminary work using "SRSD Fractions" to…
Descriptors: Learning Disabilities, Students with Disabilities, Fractions, Mathematics Instruction
Luo, Li; Gage, Nicholas A.; Prykanowski, Debra A. – Education and Training in Autism and Developmental Disabilities, 2019
The purpose of this review was to quantitatively synthesize studies on functional communication training (FCT) for young children exhibiting challenging behavior when FCT was delivered in early care and education settings. Twenty studies published in peer-reviewed journals between 1992 and 2016 that met established inclusion criteria were reviewed…
Descriptors: Communication Skills, Young Children, Behavior Problems, Training
Download full textKern, Lee; Evans, Steven W.; Lewis, Timothy J.; State, Talida M.; Mehta, Paras D.; Weist, Mark D.; Wills, Howard P.; Gage, Nicholas A. – Journal of Emotional and Behavioral Disorders, 2021
Despite a high dropout rate and poor educational and posteducational outcomes, limited evidence-based practices have been validated with students at the high school level who have emotional and behavioral problems. The purpose of this study was to evaluate the impact of a multitreatment, assessment-based intervention package. Participants were 647…
Descriptors: Emotional Disturbances, Behavior Problems, Evidence Based Practice, Intervention
Cooper, Justin T.; Gage, Nicholas A.; Alter, Peter J.; LaPolla, Stefanie; MacSuga-Gage, Ashley S.; Scott, Terrance M. – Preventing School Failure, 2018
A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on…
Descriptors: Classroom Techniques, Evidence Based Practice, Self Disclosure (Individuals), Teacher Surveys
