The research-to-practice gap in special education refers to educators' limited use of practices that are supported by empirical evidence. Procedures specifying criteria for the determination of evidence-based practices (EBPs) in special education have the potential to address challenges associated with identifying EBPs. Although meta-analyses and…

Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a…

The purpose of the study was to demonstrate improvements in celerations, performance changes, and fluency of digits written correctly using repeated drill and practice procedures with Precision Teaching measurement approaches during one-minute timings among middle school students who also exhibit identified emotional and/or behavioral disabilities…