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Utilizing Text-Generative AI for Creating Oral Reading Fluency Probes Interv. School Clin. (IF 1.067) Pub Date : 2024-03-13 MacKenzie D. Sidwell, Landon W. Bonner, Kayla Bates-Brantley, Shengtian Wu
Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative AI like ChatGPT to create oral reading fluency probes. The purpose of this article is to describe how to use AI through ChatGPT to create customizable reading
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Utilizing Emergent AI Chatbot Technology to Generate Mathematical Writing Models for Elementary Students With Learning Disabilities Interv. School Clin. (IF 1.067) Pub Date : 2024-03-12 R. Alex Smith, Erin Smith, Madeline D. Price
Mathematical Writing (MW) can support students’ mathematical learning and is common in mathematics assessment. However, MW is known to be particularly challenging for students with learning disabilities. While the use of model compositions of both high- and low-quality writing and the act of revision are evidence-based practices in writing instruction, models of MW are not readily available in the
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Economical Approaches to Increasing Communication Instruction for Students With Autism Spectrum Disorder Interv. School Clin. (IF 1.067) Pub Date : 2024-03-11 Monique Pinczynski, Robert Pennington
Efforts to implement high-quality communication instruction for students with autism spectrum disorder (ASD) and complex communication needs (CCN) may be difficult for some educators with limited time and resources. In this article, we offer guidance on implementing several economic strategies that can be easily embedded into existing classroom routines to improve student communication outcomes. These
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Challenges Posed During and After the COVID-19 Pandemic: Implications for Special Education Teachers Interv. School Clin. (IF 1.067) Pub Date : 2024-03-04 Mitchell L. Yell, Antonis Katsiyannis
The COVID-19 pandemic affected the ways in which school districts provide educational services to all students, especially students with disabilities. Eligible students with disabilities have a right to a free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA) and students with disabilities who are not eligible under the IDEA may also have a right to receive
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Teaching Fraction-to-Decimal Translation Using the Number Line Interv. School Clin. (IF 1.067) Pub Date : 2023-03-15 Megan Rojo, Sarah G. King, Christian T. Doabler
Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics s...
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Using the Number Line to Build Understanding of Fraction Arithmetic Interv. School Clin. (IF 1.067) Pub Date : 2023-03-15 Taylor Lesner, Marah Sutherland, Cayla Lussier, Ben Clarke
Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the ...
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School Resource Officers and Students With Disabilities: Wilson v. City of Southlake (2019) Interv. School Clin. (IF 1.067) Pub Date : 2023-03-10 Angela Tuttle Prince, Monic P. Behnken
Given the disproportionate rates of youth with disabilities who experience exclusionary discipline in schools, it is important to consider the involvement of law enforcement officers in the discipl...
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Online Learning: Engaging Families Using Culturally Relevant Pedagogy Interv. School Clin. (IF 1.067) Pub Date : 2023-03-10 Elizabeth C. Bolander
Students with disabilities are choosing to engage in remote schooling. Families of children with disabilities may never set foot in a physical school building. Yet, it is important for families to ...
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Teaching Fraction Magnitude Using the Number Line Interv. School Clin. (IF 1.067) Pub Date : 2023-03-08 Jessica Rodrigues, Shannon Locke, Emily L. Singell, Lindsey G. Mirielli
The number line is a powerful tool for supporting students’ understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate gra...
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Measuring Success: Integrating Number Lines Into Measurement Instruction for Students With Learning Disabilities Interv. School Clin. (IF 1.067) Pub Date : 2023-03-02 Jenna A. Gersib, Megan Rojo, Shadi Ghafaghazi, Jasmine Uy, Christian T. Doabler
Number lines can benefit students in learning an array of mathematical concepts. An area of mathematics where number lines are visibly underused is in teaching measurement concepts. For students in...
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Creating a Vocational Training Site for Individuals With Autism Spectrum Disorder Interv. School Clin. (IF 1.067) Pub Date : 2023-03-01 Alexandria T. Cordell
Individuals with disabilities often have difficulties transitioning to employment after the completion of high school. This is especially true for individuals with autism spectrum disorder, as many...
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Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention Interv. School Clin. (IF 1.067) Pub Date : 2023-03-01 Marianne Rice, Florina Erbeli, Kausalai Wijekumar
Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional in...
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Implementing Virtual Interview Training for Transition-Age Youth: Practical Strategies for Educators Interv. School Clin. (IF 1.067) Pub Date : 2023-03-01 Kari Sherwood, Matthew J. Smith, Brittany Ross, Jeffery Johnson, Amy Trautwein, Matthew Landau, Kara Hume
This column shares strategies for implementing a technology-based intervention within secondary special education transition services. Virtual Interview Training for Transition-Age Youth is a web-b...
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Exploring Education Beyond Traditional Contexts: An Interview With Dr. Sarup Mathur Interv. School Clin. (IF 1.067) Pub Date : 2023-02-26 Robbie J. Marsh, Regina R. Brandon, Therese M. Cumming
Dr. Sarup Mathur is the Ryan C. Harris Professor of Special Education in the Division of Educational Leadership at Arizona State University. She is nationally recognized as a leader in the fields o...
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Number Lines to Support Mathematical Understanding Interv. School Clin. (IF 1.067) Pub Date : 2023-02-26 Megan Rojo, Christian T. Doabler, Ben Clarke
The number line has been proposed as a central construct used by students to solve a range of mathematics problems. Given the capacity of number lines to represent all real numbers and to be used i...
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Using the Number Line to Develop Understanding of Whole Number Magnitude and Operations Interv. School Clin. (IF 1.067) Pub Date : 2023-02-24 Marah Sutherland, David Furjanic, Joanna Hermida, Ben Clarke
This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students...
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Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk Interv. School Clin. (IF 1.067) Pub Date : 2022-12-11 Katlynn Dahl-Leonard, Colby Hall, Becky Beegle, Philip Capin
The contribution of self-regulation to academic achievement is supported by robust research evidence. Incorporating practices to enhance self-regulation during small-group reading instruction is as...
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Addressing Low Frustration Tolerance in Students With Learning Disabilities Interv. School Clin. (IF 1.067) Pub Date : 2022-12-10 Jenny Nordman, Justin Adcock
The relationship between frustration tolerance and academic behavior is well documented in the existing literature, specifically in regard to students with learning disabilities. This column addres...
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Using Technology to Provide Opportunities to Respond in Synchronous Online Learning Environments Interv. School Clin. (IF 1.067) Pub Date : 2022-12-10 Sara Cothren Cook, Gena Nelson, Natanya Friedheim, Byron C. Bass, Geena Colburn, Misty Figueira-Savella, Gabby Halaby, Nancy Hoadley, Lauryn Rohde
The increase in enrollment in online programs for K–12 students, including students with disabilities, requires teachers to consider how to provide effective online instruction. Although schools ma...
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Social Skills Prioritization: Gathering Consensus From Parents, Students, and Teachers Interv. School Clin. (IF 1.067) Pub Date : 2022-12-09 Nicole Dobbins, Regina R. Brandon, Vita L. Jones, Kyle Higgins
The ability to interact with others in socially appropriate ways is critical for functioning in the community, school, and at home. These interaction skills are considered to be a crucial component...
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Personal Agency as a Component of Applied Behavior Analysis Interv. School Clin. (IF 1.067) Pub Date : 2022-12-08 Brittany Desnoyer, Kimy Liu
Applied behavior analysis (ABA), a mainstay treatment used in the education of students with autism spectrum disorder (ASD), has grown in popularity in recent years. Paralleling the growth of ABA a...
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Understanding and Supporting Students Who Stutter: A Guide for Special Educators Interv. School Clin. (IF 1.067) Pub Date : 2022-12-09 Emma Kate Thome
Stuttering is a common disorder addressed by speech-language pathologists in elementary schools. Although students who stutter likely receive specialized services from speech-language pathologists,...
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A Virtual Tutoring Program to Increase Students’ Text Reading Fluency Interv. School Clin. (IF 1.067) Pub Date : 2022-12-09 Shobana Musti, Jesslyn M. Smith, John C. Begeny
Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level ben...
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Interventions for Young Children With Social and Behavioral Challenges: A Conversation With Dr. Maureen Conroy Interv. School Clin. (IF 1.067) Pub Date : 2022-12-08 Todd Haydon, Jasmin Marie Copestick
Dr. Maureen Conroy shares her reflections on a career that focuses on developing, validating, and evaluating interventions for young children with social and behavioral challenges. Dr. Conroy discu...
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A Five-Step Approach to Replacing Challenging Behavior Interv. School Clin. (IF 1.067) Pub Date : 2022-12-08 Stacy N. McGuire, Hedda Meadan
Many students with emotional and behavioral disorders (EBD) engage in challenging behavior on a daily basis. Such behaviors can have negative impacts on students, teachers, and families. In an effo...
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Kenny v. Wilson (2021): The Criminalization of Student Misbehavior Interv. School Clin. (IF 1.067) Pub Date : 2022-12-02 Mitchell L. Yell, Antonis Katsiyannis, Joseph B. Ryan
Thirty-one states have laws that may result in students being arrested for misbehavior in school that is often considered low-level rule violations. The problems with these laws include the vaguene...
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Aligning Special Education Teacher Training With Reading Science: Challenges and Recommendations Interv. School Clin. (IF 1.067) Pub Date : 2022-10-29 Emily J. Solari, Latisha Hayes, Alisha Demchak, Katie E. Wilburn
This article discusses developing special education teacher candidates who have a solid knowledge of scientifically aligned reading practices. Challenges in preservice teacher education are present...
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Phonics 101:Preparing Teachers to Provide Effective Intervention in Word Reading Skills Interv. School Clin. (IF 1.067) Pub Date : 2022-10-29 Holly B. Lane, Valentina A. Contesse, Caitlin Gallingane
Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers’ capacity to provide effective intervention depends la...
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Not All Paths Are Linear: A Conversation With Erica D. McCray Interv. School Clin. (IF 1.067) Pub Date : 2022-10-25 Nicole Dobbins, Jennifer Elaine Smith, Fatmana Kara Deniz, Kyle Higgins
Dr. Erica McCray is professor and associate dean for Faculty Affairs, Diversity, Equity, Inclusion, and Community Engagement in the College of Education at the University of Florida. In addition, s...
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Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities Interv. School Clin. (IF 1.067) Pub Date : 2022-10-25 Brandy Gatlin-Nash, Jason C. Chow, Imani Evans
Children who speak with nonmainstream American English (NMAE) dialects represent a growing population in the U.S. public school system. This article provides recommendations for how teacher educato...
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Challenges for Education of Children With Disabilities in Pakistan Interv. School Clin. (IF 1.067) Pub Date : 2022-10-18 Sadia Shaukat
Considering the needs of children with diverse needs, current legislation emphasizes the allocation of a special budget to address the needs of children with disabilities in Pakistan. However, Paki...
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Using Mixed-Reality Simulation in Teacher Preparation in Reading Interv. School Clin. (IF 1.067) Pub Date : 2022-10-18 Abigail A. Allen, Pamela M. Stecker
Mixed-reality teaching simulation can provide preservice special educators with targeted practice on instructional skills. The last decade of research indicates participation in a simulated classro...
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Restraint and Seclusion Procedures With Children With Autism Spectrum Disorder Interv. School Clin. (IF 1.067) Pub Date : 2022-10-18 Allie R. Marques, Lucy Barnard-Brak
Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious...
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Evaluating the Evidence for Fidget Toys in the Classroom Interv. School Clin. (IF 1.067) Pub Date : 2022-10-18 Stephanie L. Kriescher, David M. Hulac, Alexandra M. Ryan, Breanna L. King
Fidget toys have been marketed as universal educational supports in the absence of a scientific evidence base. This article gives an overview of the existing literature on the effect of fidget toy ...
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Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports Interv. School Clin. (IF 1.067) Pub Date : 2022-10-18 Esther R. Lindström, Garrett J. Roberts
Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separat...
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Data Teams in Teacher Preparation: Improving Data-Based Instruction in Reading Interv. School Clin. (IF 1.067) Pub Date : 2022-10-17 Jessica R. Toste, Marissa J. Filderman, Christine A. Espin
Data-based instruction (DBI) is a process of collecting and using student progress data to guide decision-making related to intervention intensity and individualization for students with learning d...
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Science of Reading in Special Education Teacher Preparation Interv. School Clin. (IF 1.067) Pub Date : 2022-10-17 Jessica R. Toste, Esther R. Lindström
Reading development is a complex cognitive process, and instruction must be guided by the science of what works, for whom, and under which conditions. Students with learning disabilities (LD) in re...
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Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico Interv. School Clin. (IF 1.067) Pub Date : 2022-08-13 Aerin M. Welch, Ingrid E. Gøranson, Marisol Ramirez-Sanchez, Chryssa A. Athans
Juvenile incarceration in the United States is declining; however, the rate of female youth incarceration is on the rise. Incarcerated female youth are more likely to have educational disabilities ...
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Editors’ Note on This Special Issue Interv. School Clin. (IF 1.067) Pub Date : 2022-08-10 Kyle Higgins, Randall Boone
As special education moves into the third decade of the 21st century, the field is adopting a more global or multinational view of services and education provided to children and youth with disabilities (Green, 2010). As practitioners and teacher educators in special education, we see the impact that increasing globalization is making on the lives, education, and life outcomes of children/youth/adults
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Classroom Management Systems to Address Student Disruptive Behavior Interv. School Clin. (IF 1.067) Pub Date : 2022-08-11 Kimberly A. Zoder-Martell, Margaret T. Floress, Heather A. Skriba, Traci A. Taber
Classroom management systems (CMS) are class-wide strategies that teachers use to keep students on task, attentive, and academically engaged. This review provides teachers an overview of eight effe...
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Relationships Are the Intervention: An Interview With Michael Marlowe Interv. School Clin. (IF 1.067) Pub Date : 2022-08-11 Daniel V. Poling, Christopher L. Van Loan, Justin D. Garwood
Dr. Michael J. Marlowe is emeritus professor of special education in the College of Education at Appalachian State University. An English graduate from the University of Kentucky, he has a PhD in s...
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Cognitive Autonomy for Students With Learning Disabilities Interv. School Clin. (IF 1.067) Pub Date : 2022-08-08 Fatmana Kara Deniz
Students with learning disabilities (LD) often leave school without the necessary cognitive autonomy skills to independently navigate adulthood and meet the life challenges of the 21st century. Acq...
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Reentry Barriers for Incarcerated Girls With Undiagnosed Disabilities in Costa Rica Interv. School Clin. (IF 1.067) Pub Date : 2022-08-08 Claire M. de Mezerville-López, Theresa A. Ochoa, Yanúa Ovares-Fernández, Viria Ureña-Salazar
This article describes the process of reentry for adolescent girls and young women who experienced incarceration as adolescents in Costa Rica. The needs from adolescent girls and young women with u...
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Video Modeling in Mathematics: Supplemental Instruction to Support Student Learning Interv. School Clin. (IF 1.067) Pub Date : 2022-08-05 Rajiv Satsangi, Stephanie D. Sigmon, Emily C. Bouck
Educators often seek innovative strategies to support academic instruction for struggling students. For students with or at-risk for a learning disability in mathematics, challenges learning critic...
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Incarceration Risk Among Girls With Behavior Disorders: An International Perspective Interv. School Clin. (IF 1.067) Pub Date : 2022-08-03 Theresa A. Ochoa, Norah H. Alharbi, Mirella C. B. Monteiro, Meizel H. Montero
It is speculated that undiagnosed emotional and behavioral disorders are a contributing factor to the increasing number of incarcerated girls globally. Untreated, these disorders often lead to more...
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Internalizing Disabilities Among Incarcerated Girls From Mexico and the United States Interv. School Clin. (IF 1.067) Pub Date : 2022-08-03 Berenice Pérez-Ramírez, Nicole Maki-Weller, Theresa A. Ochoa
This article examines the relationship between internalizing dimensions of emotional and behavioral disorders such as depression, and anxiety, with unresolved trauma and abuse among incarcerated gi...
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Trauma and Abuse Among Incarcerated Girls in the United States and Costa Rica Interv. School Clin. (IF 1.067) Pub Date : 2022-08-01 Nicole Maki Weller, Claire M. de Mezerville-López, Berenice Pérez-Ramírez, Theresa A. Ochoa
Incarcerated girls have disproportionately higher rates of physical, emotional, and sexual abuse compared with their nonincarcerated peers. Failure to address this trauma and abuse can lead to mental health disabilities such as anxiety, depression, post-traumatic stress disorder, and anti-social behaviors. Many girls who experience trauma engage in criminal behaviors as a response to these unresolved
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Incarcerated Girls With Disabilities: A Multinational Perspective Interv. School Clin. (IF 1.067) Pub Date : 2022-08-01 Theresa A. Ochoa, Nicole Maki Weller, Berenice Pérez-Ramírez
The number of incarcerated girls is increasing, but the study of the factors leading girls to engage in delinquency is an area of research which has been neglected. This multinational special issue...
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Employment Reentry Preparation: Explicit Recommendations for Girls With Disabilities Interv. School Clin. (IF 1.067) Pub Date : 2022-07-29 Theresa A. Ochoa, Nicole Maki Weller, Tyeisha T. Fordham
The Second Chance Act and the Individuals With Disabilities Education Improvement Act encourage juvenile justice personnel to collaborate with not-for-profit organizations, employers, and community schools to provide incarcerated girls with disabilities transition support to reenter their community after incarceration. The Career and College Fair and Dress Your Best activities that are part of the
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Educating Students With Learning Difficulties in the Kingdom of Saudi Arabia Interv. School Clin. (IF 1.067) Pub Date : 2022-05-19 Apryl L. Poch, Duaa Alzahrani, Jawaher Aljuwayhir, Maram Alnahari
Identification of and services for students with learning disabilities share both similarities and differences across cultures, including the term(s) used to label and subsequently provide services for these students. Learning disabilities, in Arabic, translates to “learning difficulties.” This column provides a brief overview of the current educational system in the Kingdom of Saudi Arabia including
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Calculators and Online Games: Supporting Students With Learning Disabilities in Mathematics Interv. School Clin. (IF 1.067) Pub Date : 2022-05-13 Holly M. Long, Emily C. Bouck
With increased technology use in mathematics classrooms, as well as the increased prevalence of online instruction, digital calculators and online games are two types of digital tools that support students with learning disabilities (LD) in elementary and middle school mathematics. Teachers need to understand the advantages and limitations of different options and factors that help determine which
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Demystifying Area and Perimeter: A Practitioner’s Guide to Strategies That Work Interv. School Clin. (IF 1.067) Pub Date : 2022-05-11 Sarah King, Megan Rojo, Diane P. Bryant
An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals’ mathematics knowledge. Specifically, the National Mathematics Advisory Panel’s 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underdeveloped skill area for many school–age children and
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Components of Effective Supervision and Training for Paraeducators Interv. School Clin. (IF 1.067) Pub Date : 2022-05-12 Atikah Bagawan, Sarah N. Douglas, Hope K. Gerde
Special education teachers collaborate with numerous professionals, including paraeducators, who are tasked with supporting student learning in various school settings. In their role with paraeducators, teachers provide supervision, training, and coaching to enhance paraeducator skills to support students with disabilities in the classroom. This column provides an approach to paraeducator supervision
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Until We Begin Listening, There Can Be Little Hope for Understanding One Another: An Interview With Dr. Philip Chinn Interv. School Clin. (IF 1.067) Pub Date : 2022-05-05 Regina Brandon, Kyle Higgins, Randall Boone
Dr. Philip C. Chinn is professor emeritus in the Division of Special Education and Counseling, California State University, Los Angeles. He taught at the University of Utah and University of North Texas, and served for 6 years directing the office of Multicultural and Ethnic Concerns at the Council for Exceptional Children. He was Department Head at Texas A & M University, Commerce, and a Division
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Addressing Sensory Needs for Children With Autism Spectrum Disorder in the Classroom Interv. School Clin. (IF 1.067) Pub Date : 2022-05-05 Jaclyn M. Dynia, Katherine M. Walton, Grace M. Sagester, Elizabeth K. Schmidt, Kelly J. Tanner
Despite substantial comorbidity of sensory dysfunction and autism spectrum disorder (ASD), there are few evidence-based sensory interventions for educators to implement in their classrooms. Nonetheless, recent research has found that early childhood educators are frequently implementing sensory strategies in the classroom despite this lack of evidence. This article provides educators with an evidence-informed
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Instruction in Proportion Word Problems for Secondary Students With Learning Disabilities in Mathematics Interv. School Clin. (IF 1.067) Pub Date : 2022-05-04 Jonté A. Myers, Bradley S. Witzel
Increasing the performance of secondary students with learning disabilities (LD) in mathematics on word problem-solving tasks involving ratios and proportions is challenging for secondary math teachers. Teachers must use evidence–based practices to enhance secondary students’ problem–solving proficiency and math achievement. Schema–based instruction (SBI) is a powerful evidence–based practice to improve
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The Use of Rehearsal to Enhance Special Educator Teacher Preparation Interv. School Clin. (IF 1.067) Pub Date : 2022-05-03 Jillian M. Thoele, Kristin L. Sayeski
Teacher educators can use rehearsal to enhance special education teacher candidates’ mastery of foundational teaching practices. Rehearsals (i.e., brief practice teaching segments) are conducted within college and university courses and are intentionally different from field-based or clinical practice. The use of rehearsal reflects a practice-based approach to teacher preparation that can be incorporated
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Positive Peer Reporting for Middle School Students With Emotional and Behavioral Disorders Interv. School Clin. (IF 1.067) Pub Date : 2022-05-03 Todd Haydon, Alana Kennedy, Meredith Murphy, Jason Boone
Students with disruptive behavior problems can contribute to loss of instruction time in the classroom and may cause irritation for peers. However, peers can serve as powerful change agents in the classroom. Promoting positive peer interactions is especially important for students with emotional and behavioral disorder (EBD). One effective approach to promote prosocial behaviors and support students
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A Guide to Incorporate Augmentative and Alternative Communication Into Functional Communication Training Interv. School Clin. (IF 1.067) Pub Date : 2022-05-03 Ciara L. Ousley, Tracy J. Raulston
Children with autism spectrum disorder often display some form of challenging behavior and have complex communication needs. Functional communication training is an evidence-based practice that (a) decreases challenging behavior and (b) increases appropriate communicative behavior. Recent research has demonstrated how using augmentative and alternative communication (i.e., various forms of communication
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Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading Interv. School Clin. (IF 1.067) Pub Date : 2022-03-14 J. Marc Goodrich, Lisa Fitton, Jessica Chan, C. Jamie Davis
Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special education teachers, speech-language pathologists, and