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Oakes, Wendy Peia; Cantwell, Emily D.; Lane, Kathleen Lynne; Royer, David J.; Common, Eric Alan – Preventing School Failure, 2020
Schools are adopting tiered systems to prevent and respond to students' academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a…
Descriptors: Classroom Techniques, Teacher Attitudes, Educational Strategies, Student Needs
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Yakubova, Gulnoza; Hughes, Elizabeth M.; Baer, Briella L. – Preventing School Failure, 2020
With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes the need to provide teachers with research-supported strategies. Using one evidence-based strategy for teaching mathematics to students with high incidence disabilities, and another for teaching…
Descriptors: Autism, Pervasive Developmental Disorders, Video Technology, Mathematics Instruction
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Cavendish, Wendy; Morris, Chelsea T.; Chapman, Lindsey A.; Ocasio-Stoutenburg, Lydia; Kibler, Kristin – Preventing School Failure, 2020
Special education teachers' practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative…
Descriptors: Teacher Attitudes, Special Education Teachers, Progress Monitoring, Urban Schools
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Horn, Annemarie L.; Gable, Robert A.; Bobzien, Jonna L. – Preventing School Failure, 2020
We conducted a review of the literature on articles published between 1987 and 2017 on the application of constant time delay (CTD) as an instructional procedure to teach students with mild or moderate intellectual disability. An analysis of 18 empirical studies supported the effectiveness of the CTD procedure. Measures included acquisition,…
Descriptors: Time Factors (Learning), Intervals, Teaching Methods, Students with Disabilities
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Evanovich, Lauren L.; Martinez, Stephanie; Kern, Laura; Haynes, Rocky D. – Preventing School Failure, 2020
Schools are seeking additional ways to cultivate positive school climate and culture, address problematic behavior, and increase the social-emotional behavior competencies of students. Restorative Practices (RP) is a whole-school practice that emphasizes prevention and positive responses to challenging behavior that can be used across all settings…
Descriptors: Justice, Positive Behavior Supports, Intervention, Program Implementation
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Swain, Kristine D.; Hagaman, Jessica L. – Preventing School Failure, 2020
This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…
Descriptors: Elementary School Teachers, Special Education Teachers, Data Use, Curriculum Based Assessment
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Camacho, Kristine A.; Krezmien, Michael P. – Preventing School Failure, 2020
The majority of the research on school suspension practices has focused on individual student-level factors and their relationship to school suspension practices. A substantial number of studies have examined race and/or disability status as predictors of suspension (Camacho & Krezmien, 2018; Krezmien, Travers, & Camacho, 2017; Sullivan,…
Descriptors: Discipline Policy, Suspension, Disproportionate Representation, Students with Disabilities
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Goodnight, Crystalyn I.; Wood, Charles L.; Thompson, Julie L. – Preventing School Failure, 2020
In-service and coaching can increase teachers' use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers' use of research-based strategies during beginning reading instruction. Teachers were trained to enhance…
Descriptors: Reading Strategies, Reading Instruction, Coaching (Performance), Evidence Based Practice
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Jolivette, Kristine; Ennis, Robin Parks; Swoszowski, Nicole Cain – Preventing School Failure, 2020
Choice-making is a strategy that can be implemented across varying age levels and abilities to target problem behavior as well as academic engagement/performance. It can be embedded within multitiered systems of support frameworks as an individual or group approach as well as a Tier 1 or 2 strategy, depending on students' need and response, thus…
Descriptors: Decision Making, Behavior Problems, Learner Engagement, Academic Achievement
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McCurdy, Merilee; Skinner, Christopher; McClurg, Virginia; Whitsitt, Lynnette; Moore, Tara – Preventing School Failure, 2020
Teachers regularly apply independent group-oriented contingencies (e.g., each student who scored above 89% gets a reward) which are designed to enhance students' academic performance and achievement. In some instances, these contingencies are ineffective with low performing students. Numerous researchers have demonstrated that applying…
Descriptors: Rewards, Learning Motivation, Mathematics Achievement, Contingency Management
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Gardner, Ronald L.; Stephens-Pisecco, Tammy L. – Preventing School Failure, 2019
An educator's function exceeds traditional subject teaching. It includes monitoring and enhancing a child's physical and emotional well-being. Today's children face a plethora of risks and educators are on the front line of the defensive. To build childhood fortitude, the authors call on teachers to become aware of the characteristics of…
Descriptors: Children, Resilience (Psychology), Trauma, Child Abuse
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McDaniel, Sara C.; Besnoy, Kevin D. – Preventing School Failure, 2019
In many cases, the school failure cycle begins in elementary school for students with specific risk factors. Young students with learning difficulties and behavioral problems require a timely and sufficient program to prevent poor school outcomes. After-school mentoring programs are effective in providing meaningful relationships, structure, and…
Descriptors: Cross Age Teaching, Peer Teaching, Mentors, Elementary School Students
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Cain Swoszowski, Nicole; Hart Rollins, Lauren – Preventing School Failure, 2019
Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010; Chaplain, 2008; Coronado, 2011; Paquette & Rieg, 2016; Rieg, Paquette, & Chen, 2007; Schlichte, Yssel, & Merbler, 2005; Vesely, Saklofske, &…
Descriptors: Classroom Techniques, Intervention, Behavior Problems, Student Behavior
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Hovey, Katrina A.; Miller, Rhonda D.; Kiru, Elisheba W.; Gerzel-Short, Lydia; Wei, Yan; Kelly, Jerae – Preventing School Failure, 2019
General education teachers are challenged with meeting the unique instructional needs of every learner in their classrooms, which increasingly include English learners (ELs) and students with learning disabilities (LD). This article uses vignettes to demonstrate how a middle school content teacher uses five strategies: building prior knowledge,…
Descriptors: Middle School Teachers, Evidence Based Practice, English Language Learners, Learning Disabilities
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Bouck, Emily C.; Park, Jiyoon; Bouck, Mary K.; Sprick, Jessica; Buckland, Angela – Preventing School Failure, 2019
Response to intervention (RtI) in secondary schools is a viable option for mathematics, but limited research exists. In the study, students who received just Tier 1 (i.e., general education mathematics class) and students who received both Tier 1 and Tier 2 (i.e., a math lab) completed a pretest and posttest of grade-level content. The results…
Descriptors: Middle School Students, Middle School Mathematics, Mathematics Education, Response to Intervention
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