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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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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...
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...
Developing Present Levels of Academic Achievement and Functional Performance Statements for IEPs
Content type: Journal Article
The Individuals with Disabilities Education Act requires Individualized Education Program (IEP) teams to determine progress based on the unique needs of the individual student. In order to do this, IEP teams must develop comprehensive Present Levels of...
Proactively Pivot: Guidance on Adapting the PBIS Framework in Response to Crises to Support Students With Disabilities
Content type: Journal Article
Schools that employ evidence-based multi-tiered system of supports (MTSS) frameworks, like Positive Behavioral Interventions and Supports (PBIS), invest in core system, data, and practice features to support students, families, and educators. A strong...
Climb Data Mountain: How Components of Self-Determination Can Support Oral Reading Fluency Practice
Content type: Journal Article
Data Mountain is a program that teaches three self-determination skills: positive attributions, self-monitoring, and goal setting. Instruction of these skills is situated within the context of oral reading fluency (ORF) practice. There is evidence of...
Curriculum Programming in the General Education Setting for Students With Autism Spectrum Disorder
Content type: Journal Article
The location that children diagnosed with Autism Spectrum Disorder (ASD) are receiving specially designed instruction and related services is changing from self-contained to general education settings. General educators, who deliver instruction based on...
Technology to Guide Data-Driven Intervention Decisions: Effects on Language Growth of Young Children at Risk for Language Delay
Content type: Journal Article
Data-driven decision making (DDDM) helps educators identify children not responding to intervention, individualize instruction, and monitor response to intervention in multitiered systems of support (MTSS). More prevalent in K–12 special education, MTSS...
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...