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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention
Content type: Journal Article
We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested...
Exploring Associations Between Inner-Context Factors and Implementation Outcomes
Content type: Journal Article
Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning...
Implementation Science Research and Special Education
Content type: Journal Article
No abstract.
Using Explicit and Systematic Instruction to Support Working Memory
Content type: Journal Article
Differences in working memory capacity have important implications for learning new skills and completing instructional activities. Students with learning disabilities are particularly vulnerable to contending with compromised working memory while learning...
From Resource Room to the Real World: Facilitating Generalization of Intervention Outcomes
Content type: Journal Article
Teaching students to generalize new learning is essential for promoting improved academic and behavioral outcomes for students with disabilities; however, it can be difficult to achieve. Although challenging, teaching a skill within the highly-controlled...
Response Prompting as an ABA-Based Instructional Approach for Teaching Students With Disabilities
Content type: Journal Article
Response prompting procedures are an effective and efficient way of delivering systematic instruction to students with disabilities across the age span. These procedures (i.e., graduated guidance, most-to-least prompting, system of least prompts...
Orton Gillingham: Who, What, and How
Content type: Journal Article
Although many teachers may be familiar with the term Orton Gillingham, few possess a strong understanding of who Orton and Gillingham were, what an Orton Gillingham approach to reading instruction entails, and how training in the approach can be in...
MADE 2 FADE: A Practical Strategy for Empowering Independence for Students With Disabilities
Content type: Journal Article
Independence is a critical skill in preparing students with disabilities for success after high school. Secondary special education teachers equip their students toward task independence across skill domains (e.g., employment, independent living), yet...
High-Leverage Practices in Special Education
Content type: Book
This book introduces and defines the high-leverage practices (HLPs), how they were identified, and the supporting evidence. Designed for all teachers, contexts, and grades, these HLPs are based on four aspects of practice: collaboration, assessment, social...
TEACHING Exceptional Children Journal Teaming for Success Issue (Volume 53, Issue 4)
Content type: Journal
This issue is focused on teamwork. Articles cover Incorporating Evidence-Based Literacy Practices, Shared Reading and Guided Play for Vocabulary Instruction, Involving Students With Significant Disabilities in the IEP Process, Using Paraphrasing and Text...