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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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Curriculum-Based Measurement of Reading Growth: Weekly Versus Intermittent Progress Monitoring
Content type: Journal Article
We examined the idea that leaner schedules of progress monitoring (PM) can lighten assessment demands without undermining decision-making accuracy. Using curriculum-based measurement of reading, we compared effects on decision accuracy of 5 intermittent PM...
Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
Content type: Journal Article
We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also...
Child Find Activities Under the Individuals With Disabilities Education Act: Recent Case Law
Content type: Journal Article
Although child find activities has been a fundamental requirement under IDEA for decades, school personnel occasionally fail to implement this requirement despite clear signs of academic and behavioral problems exhibited by students, potentially indicative...
The Essential and Interrelated Components of Evidenced-Based IEPs: A User’s Guide
Content type: Journal Article
The goals and objectives of an Individualized Education Program or IEP must be addressed by evidence. However, many challenges arise due in part to uncertainties about operationalizing terms, setting appropriate benchmarks, assigning scales of measurement...
Strategies for Minimizing Variability in Progress Monitoring of Oral Reading Fluency
Content type: Journal Article
Curriculum based measurement (CBM) is widely used to monitor student progress on academic skills. Within the context of reading, CBM oral reading fluency (ORF) is the most commonly used progress-monitoring measure of students' reading abilities. While CBM...
Guidelines for Using Behavioral Skills Training to Provide Teacher Support
Content type: Journal Article
We removed the abstract at the suggestion of the AE.
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...
How to Implement the Self-Determined Learning Model of Instruction in Inclusive General Education Classrooms
Content type: Journal Article
Self-determination is defined by acting as a causal agent in one’s life. To be a causal agent, one must act with intent to set and go after goals using skills that include choice-making, decision-making, problem solving, goal setting and attainment...
Dyslexia in the Schools: Assessment and Identification
Content type: Journal Article
With an increasing awareness of dyslexia among parents and educators, it is crucial that teachers understand how to identify reading difficulties early, use data collected through the assessment process to make eligibility decisions, and link data to...
Your Student Is Hungry, Tired, Angry—Now What? Addressing Distal Setting Events in the Classroom
Content type: Journal Article
All students, including those with a Behavior Support Plan (BSP), sometimes start their school day after experiencing an event or circumstance that makes challenging behavior more likely to happen, such as not eating breakfast, getting into an argument, or...