Teaching classwide behavior expectations and using specific praise (SP) are considered light behavior-management strategies that teachers might find acceptable to implement because they require little time or materials (McNamara, 1984; Oswald, Safran, & Johanson, 2005). Their use also is beneficial to students with mild disabilities who might…

Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have deficits in independent living skills. One way to improve skills in this area is through the use of video modeling (VM) interventions. The purpose of the study was to compare the effects of two VM interventions and a third non-video-based intervention on…

The body of peer-tutoring intervention research targeting higher order learning (HOL) objectives for middle and high school students with disabilities is reviewed. Peer-tutoring outcomes are synthesized and studies are analyzed to examine the influence of tutoring procedures and study design features on intervention efficacy. Findings show that…

This study sought to evaluate the effect of participation in the Student-Guided Supports (SGS) curriculum on student behavior. The SGS curriculum was designed to teach students a set of simple behaviors to prompt and reinforce supportive teacher behavior. Student use of the SGS behaviors was hypothesized to initiate a constructive cycle of…