Instructional Practices with and Without Empirical Validity.

Front Cover -- Instructional Practices with and without Empirical Validity -- Copyright Page -- Contents -- List of Contributors -- Chapter 1 Instructional Practices with and without Empirical Validity: An Introduction -- The Research-to-Practice Gap -- Using Scientific Research to Identify Effective and Ineffective Practices -- Interpreting and Applying Research Findings -- Preview of Chapters and Practices -- Conclusion -- References -- Chapter 2 Two Approaches for Improving Reading Fluency: Research Supports Repeated Reading But Not Colored Filters -- Reading Fluency -- Colored Filters -- What Are Colored Filters? -- Underlying Condition and Theoretical Basis -- Procedures for Using Colored Filters -- Reviews of Research on Colored Filters -- Repeated Reading -- What Is Repeated Reading? -- Theoretical Basis of Repeated Reading -- Reviews of Research on Repeated Reading -- National Reading Panel (NICHD, 2000) -- Chard, Vaughn, and Tyler (2002) -- Therrien (2004) -- Lee and Yoon (2015) -- Repeated Reading and Students with Behavioral Disabilities -- Evidence-Based Practice Reviews -- Conclusion -- References -- Chapter 3 Developing Mathematical Problem Solving through Strategic Instruction: Much More Than a Keyword -- An Ineffective and Incomplete Instructional Practice: The Keyword Strategy -- Why the Keyword Strategy Fails to Support Problem Solving -- Effective Practices for Enhancing Mathematical Problem Solving -- Two Types of Knowledge for Problem Solving -- Emerging View of an Effective Instructional Approach -- Heuristic Instructional Approach -- Semantic Instructional Approach -- Enhanced SBI: Schema-Based Strategy Instruction -- General Structure of SBSI -- Word Problem Type -- Implementing SBSI -- Conclusion -- References -- Chapter 4 Effective and Ineffective Writing Practices for Students with Disabilities.

SRSD: An Evidence-Based Writing Practice -- Theoretical Basis and Rationale -- SRSD Instructional Framework -- Stage 1: Develop Background Knowledge -- Stage 2: Discuss It -- Stage 3: Model It -- Stage 4: Memorize It -- Stage 5: Support It -- Stage 6: Independent Performance -- Implementing SRSD -- Research and the Effectiveness of SRSD -- Diverse Groups of Learners -- Different Educational Environments and Instructors -- Social Validity -- Stand-Alone Grammar Instruction: An Ineffective Writing Practice -- Theoretical Basis and Rationale -- Research on Stand-Alone Grammar Instruction -- An Alternative to Stand-Alone Grammar Instruction: Sentence Combining -- Conclusions -- Directions for Future Research -- Final Remarks -- References -- Chapter 5 Picture Exchange Communication System and Facilitated Communication: Contrasting an Evidence-Based Practice with ... -- Science, Facilitated Communication, and Picture Exchange Communication System -- Science and Pseudoscience -- History and Implementation of Facilitated Communication -- History and Implementation of the Picture Exchange Communication System -- Contrasting Facilitated Communication and the Picture Exchange Communication -- The Pseudoscience of Facilitated Communication -- The Science of Picture Exchange Communication System -- Why Facilitated Communication Is Not Augmentative and Alternative Communication -- Conclusion -- References -- Chapter 6 Movement as Behavioral Moderator: What Does the Research Say? -- Brain Gym® -- Theoretical Foundations and Critique -- Perceptual Motor Training -- Cerebral Dominance -- Neurological Repatterning -- Review of Research -- Discussion -- Antecedent Bouts of Exercise -- Reviews of Research -- Reviews across Disabilities -- Autism Spectrum Disorders -- Intellectual Disabilities.

Attention-Deficit/Hyperactivity Disorder and Emotional and Behavioral Disorders -- Limitations -- Recommendations for Implementation -- Conclusion -- References -- Chapter 7 Learning Styles, Learning Preferences, and Student Choice: Implications for Teaching -- Learning Styles -- A Definition and Description of Learning Styles -- Assessing Learning Styles -- Matching Instruction to a Learning Style -- Learning Preferences -- Student Choice -- Conclusion -- References -- Chapter 8 Never Say Never: The Appropriate and Inappropriate Use of Praise and Feedback for Students with Learning and Beha... -- Behavior Specific Praise and Feedback as Verbal Reinforcement -- Inappropriate and Underuse of Praise and Feedback -- Characteristics and Needs of Students with Learning and Behavioral Disabilities -- Theoretical Underpinnings of Verbal Reinforcement -- Effective and Ineffective Approaches for Providing Verbal Reinforcement -- Behavior Specific Praise -- Immediate and Corrective Feedback -- Key Principles of Implementation -- Positive and Nonjudgmental -- Specific and Corrective -- Sincere and Credible -- Immediate and with Proximity -- Delivered with Variety -- Evaluate and Adjust -- Summary of Research Supporting Effective Implementation -- Behavior Specific Praise -- Feedback -- Final Thoughts -- References -- Chapter 9 Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices -- Ineffectiveness of Exclusionary Practices -- Rationale for Exclusionary Practices -- Presumed Mechanisms of Exclusionary Practices -- Concerns regarding Exclusionary Practices -- Reinforcement of Unwanted Behavior -- Iatrogenic Effects on Academic Skills -- Association with Poor Long-Term Outcomes -- Overuse of Exclusion for Non-Violent Offenses -- Racial Disparities in Use of Exclusion.

What Is Needed in Place of Regular Exclusionary Practices -- School-Wide Positive Behavioral Interventions and Supports as an Alternative to Exclusionary Discipline -- Research Foundations -- Characteristics of SWPBIS -- Three-Tiered Prevention -- Explicit Instruction -- Evidence-Based Behavior Supports -- Systems Perspective -- Data for Decision Making -- Using SWPBIS in Place of Exclusionary Practices -- Tier I: Teaching Appropriate Behavior to Prevent the Need for Exclusion -- Tier I Practices -- Using Tier I SWPBIS to Reduce Exclusion -- Tier II: Focusing on Skill Building -- Tier II Practices -- Using Tier II SWPBIS to Reduce Exclusion -- Tier III: Individualizing Supports for Students at the Greatest Risk -- Tier III Practices -- Using Tier III SWPBIS to Reduce Exclusion -- Conclusion -- Acknowledgments -- References -- Chapter 10 Deep Pressure Therapy Doesn't Reduce Stereotypical Behavior, Function-Based Interventions Do -- Causes of Stereotypical Behaviors -- Educational Considerations -- Deep Pressure Therapy -- Theoretical Basis -- Conflicts of Interest -- Function-Based Interventions -- Theoretical Basis -- Functional Behavioral Assessment Procedures -- Functional Analysis -- Direct Observation -- Interviews -- Developing Interventions Based on FBA -- An Established Research Base -- Conclusions -- References.

It is important for Stakeholders to be aware of both practices supported as effective as well as ineffective for students with learning and behavioral disabilities, in order to provide instruction that results in improved learner outcomes in critical areas of education.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.