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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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Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction
Content type: Journal Article
Many studies have shown that small-group direct instruction is effective and efficient for teaching students with and without disabilities, although relatively few studies have been conducted with heterogeneous groups of preschool participants. In addition...
Teaching Generalized Pretend Play and Related Behaviors to Young Children With Disabilities
Content type: Journal Article
Children with disabilities play less often and demonstrate fewer varied pretend play behaviors than children with typical development. A multiple-probe design was used to examine the relation between teachers’ use of the system of least prompts and...
Presence, Proximity, and Peer Interactions of Adolescents With Severe Disabilities in General Education Classrooms
Content type: Journal Article
The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities...
Using Video Prompting to Teach Leisure Skills to Students With Significant Disabilities
Content type: Journal Article
Recreational activities are an important part of anyone’s quality of life, owing to the various benefits of participation (e.g., social, physical). For individuals with significant disabilities, engagement in leisure skills continues to be a low priority...
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...
Enhancing Peer Network Interventions for Students With Complex Communication Needs
Content type: Journal Article
Educators need effective ways to build the communication skills of students learning to use aided augmentative and alternative communication (AAC) and support their interactions with peers. This study used a multiple-probe-across-participants design to...
Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers
Content type: Journal Article
Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending...
Aptitude-by-Treatment Interactions in Research on Educational Interventions
Content type: Journal Article
A common theme uniting articles in this special issue is a focus on aptitude-by-treatment interactions (ATIs). This timely and welcome focus allows the field to synthesize current substantive findings on ATIs in educational intervention research in both...
Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise
Content type: Journal Article
Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile...
Promoting Primary School Students’ Daily Report Card Participation Through the “Carrier Pigeon”
Content type: Journal Article
The Daily Report Card (DRC) is an evidence-based classroom management strategy that is frequently accepted and used by teachers. However, there are considerations that may increase the effectiveness and reduce common barriers for executing the DRC in...