It is important that stakeholders are aware of practices supported as effective for students with learning and behavioral disabilities in order to provide instruction that results in improved learner outcomes. Perhaps equally important, stakeholders should also know which practices have been shown by research to be ineffective (e.g., have no, small, or inconsistent effects on learner outcomes). Special education has a long history of using practices that, though appealing in some ways, have little or no positive impact on learner outcomes. In order to bridge the gap between research and practice, educators must be aware of which practices work (and prioritize their use) and which do not (and avoid their use). In this volume, each chapter describes two practices one supported as effective by research and one shown by research to be ineffective in critical areas of education for students with learning and behavioral disabilities. Chapter authors will provide readers guidance in how to do this for each effective practices and provide concrete reasons to not do this for each ineffective practice.
Arvustused
American educators provide information on theory, critical elements, and research for instructional practices that are and are not supported by bodies of scientific research as effective in critical outcome areas, particularly regarding students with learning and behavioral disabilities. Their topics include two approaches for improving reading fluency: research supports repeated reading but not colored filters, developing mathematical problem solving through strategic instruction: much more than key word, what the research says about movement as behavioral moderator, the appropriate and inappropriate use of praise and feedback for students with learning and behavioral disabilities, and deep pressure therapy does not reduce stereotypical behavior but function-based interventions do. -- Annotation * (protoview.com) *
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Chapter 1 Instructional Practices With and Without Empirical Validity: An Introduction |
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1 | (16) |
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Chapter 2 Two Approaches For Improving Reading Fluency: Research Supports Repeated Reading But Not Colored Filters |
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17 | (22) |
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Chapter 3 Developing Mathematical Problem Solving Through Strategic Instruction: Much More Than A Keyword |
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39 | (22) |
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Chapter 4 Effective and Ineffective Writing Practices For Students With Disabilities |
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61 | (24) |
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Chapter 5 Picture Exchange Communication System And Facilitated Communication: Contrasting An Evidence-Based Practice With A Discredited Method |
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85 | (26) |
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Chapter 6 Movement As Behavioral Moderator: What Does The Research Say? |
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111 | (24) |
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Chapter 7 Learning Styles, Learning Preferences, And Student Choice: Implications For Teaching |
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135 | (18) |
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Chapter 8 Never Say Never: The Appropriate And Inappropriate Use Of Praise And Feedback For Students With Learning And Behavioral Disabilities |
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153 | (22) |
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Chapter 9 Do School-Wide Positive Behavioral Interventions And Supports, Not Exclusionary Discipline Practices |
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175 | (22) |
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Chapter 10 Deep Pressure Therapy Doesn't Reduce Stereotypical Behavior, Function-Based Interventions Do |
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197 | |
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Edited by Bryan G. Cook, University of Hawaii at Manoa, Honolulu, HI, USA Melody Tankersley, Kent State University, Kent, OH, USA Timothy J. Landrum, University of Louisville, Louisville, KY, USA
