Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 7 |
| Since 2016 (last 10 years) | 52 |
| Since 2006 (last 20 years) | 312 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Practitioners | 118 |
| Researchers | 48 |
| Teachers | 34 |
| Administrators | 10 |
| Policymakers | 9 |
| Counselors | 5 |
| Parents | 2 |
| Support Staff | 1 |
Location
| Canada | 12 |
| United Kingdom | 11 |
| Australia | 10 |
| United States | 10 |
| California | 8 |
| United Kingdom (England) | 7 |
| Arizona | 5 |
| New York | 5 |
| Ireland | 4 |
| Kentucky | 4 |
| United Kingdom (Great Britain) | 4 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
| Does not meet standards | 1 |
Peer reviewed
Direct linkTorelli, Jessica N.; Lloyd, Blair P.; Pollack, Marney S. – American Journal on Intellectual and Developmental Disabilities, 2022
To evaluate effects of psychotropic medication for children with disabilities, direct assessments may offer a valuable supplement to caregiver reports. Relative to indirect assessment, direct measures of behavior can increase objectivity and sensitivity, and some have potential to isolate distinct behavioral and learning processes. We conducted a…
Descriptors: Drug Therapy, Children, Disabilities, Evaluation Methods
H. Emily Hayden; Angela M. T. Prince – Reading Horizons, 2024
Researchers and educators have explored representations of people with marginalized identities in children's picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a…
Descriptors: Disabilities, Childrens Literature, Picture Books, Stereotypes
Lima, Rayanne de Sales; Jacinto, Andréa Borghi Moreira; Faria, Rodrigo Arthuso Arantes – Evidence & Policy: A Journal of Research, Debate and Practice, 2021
Backround: An inter-institutional task force was brought together in 2018 to evaluate the irregular institutionalisation of Guarani and Kaiowá Indigenous children with disabilities in Dourados, in central-western Brazil. Aims and objectives: We draw on this case study to undertake a 'situational analysis' on the existence/absence and the…
Descriptors: Foreign Countries, Indigenous Populations, Disabilities, Institutionalized Persons
Budd, Julia M. – Research Evaluation, 2018
Evaluating cross-disciplinary collaboration has generally been undertaken using disciplinary standards. However, this practice is increasingly being found to be inadequate due to the often contradictory nature of the methods used. It has been suggested that methods that consider the unique integrative nature of these studies be employed. This…
Descriptors: Evaluation Methods, Interdisciplinary Approach, Cooperation, Foreign Countries
Riccardi, Jessica S.; Crook, Libby; Oskowski, Madeline; Ciccia, Angela – Language, Speech, and Hearing Services in Schools, 2022
Purpose: The purpose of this study was to describe evidenced-based assessment practices for school-age children with any severity of traumatic brain injury (TBI) that could inform the practice of speech-language pathologists (SLPs). Method: A scoping review of the literature was conducted following the Preferred Reporting Items for Systematic…
Descriptors: Brain, Head Injuries, Evidence Based Practice, Evaluation Methods
Download full textGriffiths, Amy Jane; Brady, John – School Leadership Review, 2020
One in three young adults with autism or developmental disability have never been employed within eight years of their leaving high school (Newman et al., 2011). These students graduate from schools and may then work with multiple services providers across agencies. Collaboration between these agencies is critical. This case study describes the…
Descriptors: Regional Cooperation, Agency Cooperation, Young Adults, Disabilities
Key, Alexandra P.; Venker, Courtney E.; Sandbank, Micheal P. – American Journal on Intellectual and Developmental Disabilities, 2020
It can be challenging to accurately assess speech and language processing in preverbal or minimally verbal individuals with neurodevelopmental disabilities (NDD) using standardized behavioral tools. Event-related potential and eye tracking methods offer novel means to objectively document receptive language processing without requiring purposeful…
Descriptors: Speech Impairments, Language Impairments, Language Processing, Neurological Impairments
Tesfaye, Rackeb; Courchesne, Valerie; Yusuf, Afiqah; Savion-Lemieux, Tal; Singh, Ilina; Shikako-Thomas, Keiko; Mirenda, Pat; Waddell, Charlotte; Smith, Isabel M.; Nicholas, David; Szatmari, Peter; Bennett, Terry; Duku, Eric; Georgiades, Stelios; Kerns, Connor; Vaillancourt, Tracy; Zaidman-Zait, Anat; Zwaigenbaum, Lonnie; Elsabbagh, Mayada – Autism: The International Journal of Research and Practice, 2019
Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to…
Descriptors: Autism, Pervasive Developmental Disorders, Youth, Disabilities
Gross, Thomas J.; Farmer, Ryan L.; Ochs, Sarah E. – Contemporary School Psychology, 2019
The purpose of the current review is to examine three frequently employed types of assessment: (a) standardized tests, (b) screening, and (c) behavioral assessment. The aims are to advocate for best practices with evidence-based assessments (EBAs) and provide guidance to implement EBAs within applied settings. Information regarding the current…
Descriptors: Evidence Based Practice, Standardized Tests, Screening Tests, Evaluation Methods
Seale, Jane; Garcia Carrizosa, Helena; Rix, Jonathan; Sheehy, Kieron; Hayhoe, Simon – International Journal of Research & Method in Education, 2021
In this paper, we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique…
Descriptors: Program Evaluation, Participatory Research, Museums, Adult Learning
Flynn, Susan – Child Care in Practice, 2021
Disabled children experience increased risk of abuse and neglect. Concurrently, serious concerns and practical impediments persist regarding the capacity of statutory child protection and welfare services to respond adequately to their needs. Specifically, the focus in this article is on the assessment stage of the social work process within child…
Descriptors: Foreign Countries, Disabilities, Children, Child Abuse
McLaughlin, Annie; Fleury, Veronica P. – Young Exceptional Children, 2020
Many teachers and parents of young children with disabilities, particularly autism spectrum disorder (ASD), are familiar with young children who engage in repetitive and restrictive behaviors such as flapping, spinning, and rocking. This type of restrictive and repetitive behavior, or stereotypy, can be common, over time it can become problematic…
Descriptors: Young Children, Disabilities, Autism, Pervasive Developmental Disorders
Diamond, Lindsay Lile – Intervention in School and Clinic, 2018
Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a…
Descriptors: Problem Solving, Early Childhood Education, Young Children, Disabilities
Edelstein, Jeffrey; Abbott, Jordan; Kimball, Ezekiel – Journal of Postsecondary Education and Disability, 2020
Disability-as-diagnosis, disability-as-identity, and disability-as-experience as pressing measurement issues in learning outcomes assessment are described in this paper. Disability represents a critically important latent variable in many learning outcomes assessment plans unless it is a formalized part of analytic plans. Noting the potential for…
Descriptors: Disabilities, Clinical Diagnosis, Identification (Psychology), Experience
Da Fonte, M. Alexandra; Boesch, Miriam C.; Edwards-Bowyer, Meghan E.; Restrepo, Madeleine W.; Bennett, Brittany P.; Diamond, Gwendolyn P. – Education and Treatment of Children, 2016
The delivery of reinforcers is a research-based practice that can be used to increase student engagement within the classroom and promote skill acquisition. Reinforcers also play an integral role in the instructional planning of students with severe disabilities. Using reinforcement involves using preference assessment to identify potential…
Descriptors: Reinforcement, Identification, Disabilities, Preferences
