Data-based decision making (DBDM) is a process of using student data to inform instructional decisions and intensify intervention for students whose data indicate inadequate academic and behavioral progress. Data teams, an important structure for DBDM, are a collaborative group of school faculty who meet to systematically analyze student data,…

For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classrooms. Though many resources exist to help educators locate and select these practices educators face barriers which make these practices infeasible or…

While the COVID-19 pandemic drastically affected families, it also accelerated the availability and use of video conferencing technology in their homes. Families will continue to experience challenges, even when children safely return to in-person instruction. The purpose of this article is to demonstrate how practitioners can use behavioral…

With over 70% of fourth-, eighth-, and twelfth-grade students in the United States scoring below proficiency levels in writing (NCES, 2009), teachers must provide early and effective writing intervention to accelerate students' writing skills to meet grade-level standards. In this paper, we provide teachers with a theoretical framework to…

Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics…

Many teachers have difficulty supporting students with challenging behavior. Students who shout out, are frequently off task, have a tantrum, or don't follow directions can be disruptive and bring a teacher's lesson to a halt. Other students may struggle to communicate their needs. As a result, these students may engage in challenging behavior to…

The Council for Exceptional Children (CEC) recognizes that all children and youth with disabilities have the right to live and flourish in a safe environment where they are protected from maltreatment. In January 2018, CEC formed a work group to write a policy statement on the prevention of and response to maltreatment. The complete CEC Policy on…

Students may benefit from evidence-based interventions to support their classroom learning (Carmago et al., 2016). Additionally, laws and policies, such as the Every Student Succeeds Act (2015) and the Individuals With Disabilities Education Act (2006), mandate the implementation of evidence-based practices to improve student outcomes in schools.…

Students who misbehave represent a range of backgrounds, and behavior problems are likely to be present in both general and special education classrooms. To this end, thousands of schools across the country have adopted positive behavior interventions and supports (PBIS) as a way to prevent and respond to challenging behavior. PBIS is a federally…

Reading proficiency is fundamental to school success. However, up to 50% of students with reading disabilities are not making adequate progress. Students who demonstrate persistent and severe reading difficulties require increasingly intensive instruction individualized to meet their instructional needs Individualizing instruction with…

This article provides practitioners with a guide to (1) understand the developmental emergence of play skills in young children to inform developmentally appropriate instructional decisions (e.g., toy choices); (2) set up the play space to support social play; and (3) use key strategies from an evidence-based intervention for young children with…

Although residential school characteristics (e.g., smaller class sizes, the availability of remedial education, student-centered curricula, flexible scheduling) are tailored to better support students with challenges (Kleiner et al., 2002), these modifications alone may not be enough to improve the challenging behaviors that students in…

One common and effective approach used to teach vocational and independent living skills to students with ASD is technology-based intervention (Walsh, Holloway, McCoy, & Lydon, 2017). Such interventions include audio prompting (AP) and coaching, augmented and virtual reality, and video-based interventions, such as video modeling and video…