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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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Explicit Instruction, Part 1: Exploring the Foundations of Explicit Instruction
Content type: Event
Explicit Instruction, Part 1: Exploring the Foundations of Explicit Instruction HLP Webinar Series - HLP #16, Use explicit instruction Presented by Charles Hughes, Ph.D., and Courtney Dexter, Ph.D. As an effective teacher, you make sure your students learn...
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...
Specially Designed Instruction in Co-Teaching: Continuing the Conversation
Content type: Webinar
Although co-teaching has become a relatively common way of accomplishing the dual purposes of inclusive education and curriculum access, student outcomes continue to be a concern. In this webinar, Dr. Marilyn Friend will dive deeper into specially designed...
Specially Designed Instruction in Co-Teaching: Three Mistakes We’re Making and How to Correct Them
Content type: Webinar
There are scores of textbooks, websites, and other resources describing theories and interventions for challenging behavior in schools, and sorting through such information can be more overwhelming than helpful. In reality, a few fundamentals probably...