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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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Successful Transition of Students With Disabilities to 21st-Century College and Careers
Content type: Journal Article
With the federal call to action that by 2020 all students will graduate from high school ready for college and a career, schools are focusing on increased academic preparation. For students with disabilities, academic preparation alone may not be enough to...
Doing It MySELF
Content type: Journal Article
Increased focus on participation in transition planning for individuals with disabilities expands the need for effective interventions to support their success. This paper describes the use of a naturalistic self-monitoring protocol designed to increase...
Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?
Content type: Journal Article
Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2...
Response to Specific Training for Students With Different Levels of Mathematical Difficulties
Content type: Journal Article
The purpose of this study was to determine the efficacy of specific, individualized training for students with different levels of mathematical difficulties. Fifty-four students, with either severe or mild math difficulties, were assigned to individualized...
Effects of Early Writing Intervention Delivered Within a Data-Based Instruction Framework
Content type: Journal Article
We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms...
Decisions, Decisions, Decisions: Using Data to Make Instructional Decisions for Struggling Readers
Content type: Journal Article
Students with reading disabilities (RD) require intensive, individualized instruction in order to make measurable gains in reading achievement. The hallmark of intensive intervention is a customized approach in which the teacher uses data to adjust...
How to Make Adaptations to Check In/Check Out to Increase Its Effectiveness
Content type: Journal Article
Check In/Check Out (CICO) is one of the most frequently used Tier 2 interventions in schools; however, it is not effective for all students. Research and practice have demonstrated that adaptations can made to tailor the program so that it better meets the...
A Framework for Remediating Number Combination Deficits
Content type: Journal Article
This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework...
Academic and Language Outcomes in Children after Traumatic Brain Injury: A Meta-Analysis
Content type: Journal Article
Expanding on Babikian and Asarnow's (2009) meta-analytic study examining neurocognitive domains, this current meta-analysis examined academic and language outcomes at different time points post-traumatic brain injury (TBI) in children and adolescents...
Efficacy of a Reading Intervention for Middle School Students with Learning Disabilities
Content type: Journal Article
This experimental study reports findings on the effects from a year-long reading intervention providing daily 50-min sessions to middle school students with identified learning disabilities ( n = 65) compared with similar students who did not receive the...