Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-25T14:40:07.368Z Has data issue: false hasContentIssue false

8 - School-based Interventions

from Section 2 - Special Considerations

Published online by Cambridge University Press:  25 June 2018

Gianna Locascio
Affiliation:
NYU Langone Health, New York
Beth S. Slomine
Affiliation:
Kennedy Krieger Institute, Baltimore
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1.Farmer, J. E., Donders, J., Warschausky, S. A. Treating Neurodevelopmental Disabilities: Clinical Research and Practice. New York, NY: Guilford Press; 2006.Google Scholar
2.Cortiella, C., Horowitz, S, H. The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York, NY: National Center for Learning Disabilities; 2014.Google Scholar
3.Fulton, J. B., Yeates, K. O., Taylor, H. G., Walz, N. C., Wade, S. L. Cognitive predictors of academic achievement in young children 1 year after traumatic brain injury. Neuropsychology 2012;26(3):314–22.CrossRefGoogle ScholarPubMed
4.Langberg, J. M., Becker, S. P. Does long-term medication use improve the academic outcomes of youth with attention-deficit/hyperactivity disorder? Clin Child Fam Psychol Rev 2012;15(3):215–33.Google Scholar
5.Owens, E. B., Hinshaw, S. P. Childhood conduct problems and young adult outcomes among women with childhood attention-deficit/hyperactivity disorder (ADHD). J Abnorm Psychol 2016;125(2):220–32.Google Scholar
6.Max, J. E., Lansing, A. E., Koele, S. L., Castillo, C. S., Bokura, H., Schachar, R., et al. Attention deficit hyperactivity disorder in children and adolescents following traumatic brain injury. Dev Neuropsychol 2004;25(1–2):159–77.Google Scholar
7.Max, J. E., Schachar, R. J., Levin, H. S., Ewing-Cobbs, L., Chapman, S. B., Dennis, M., et al. Predictors of attention-deficit/hyperactivity disorder within 6 months after pediatric traumatic brain injury. J Am Acad Child Adolesc Psychiatry 2005;44(10):1032–40.Google Scholar
8.Max, J. E., Schachar, R. J., Levin, H. S., Ewing-Cobbs, L., Chapman, S. B., Dennis, M., et al. Predictors of secondary attention-deficit/hyperactivity disorder in children and adolescents 6 to 24 months after traumatic brain injury. J Am Acad Child Adolesc Psychiatry 2005;44(10):1041–9.Google ScholarPubMed
9.Loken, W., Thornton, A. E., Otto, R., Long, C. Sustained attention after severe closed head injury. Neuropsychology 1995;9(4):592–8.CrossRefGoogle Scholar
10.Mathias, J. L., Wheaton, P. Changes in attention and information-processing speed following severe traumatic brain injury: A meta-analytic review. Neuropsychology 2007;21(2):212–3.Google Scholar
11.Zelazo, P. D., Blair, C. B., Willoughby, M. T. Executive Function: Implications for Education (NCER 2017–2000) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; 2016. Available from: http://ies.ed.gov/ncer/pubs/20172000/pdf/20172000.pdf.Google Scholar
12.Thompson, N. M., Francis, D. J., Stuebing, K. K., Fletcher, J. M., Ewing-Cobbs, L., Miner, M. E., et al. Motor, visual-spatial, and somatosensory skills after closed head injury in children and adolescents: A study of change. Neuropsychology 1994;8(3):333–42.Google Scholar
13.Dehn, M. Working Memory and Academic Learning: Assessment and Intervention. Hoboken, NJ: Wiley; 2008.Google Scholar
14.Kellogg, R. T. Competition for working memory among writing processes. Am J Psychol 2001;114(2):175–91.Google Scholar
15.Passolunghi, M., Siegel, L. Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. J Exp Child Psychol 2001;80(1):4457.Google Scholar
16.Cain, K., Oakhill, J., Bryant, P. Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. J Educ Psychol 2004;96:3142.Google Scholar
17.Imbo, I., Vandierendonck, A., Vergauwe, E. The role of working memory in carrying and borrowing. Psychol Res 2007;71(4):467–83.CrossRefGoogle ScholarPubMed
18.Geary, D. C., Hoard, M. K. Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives. In: Campbell, J. I. D., editor. Handbook of Mathematical Cognition. New York, NY: Psychology Press; 2005. p. 253–67.Google Scholar
19.Passolunghi, M. C. Working memory and arithmetic learning disability. In: Alloway, T. P., Gathercole, S. E., editors. Working Memory and Neurodevelopmental Disorders. New York, NY: Psychology Press; 2006. p. 113–38.Google Scholar
20.McCallum, R. S., Bell, S. M., Wood, M. S., Below, J. L., Choate, S. M., McCane, S. J. What is the role of working memory in reading relative to the big three processing variables (orthography, phonology, and rapid naming)? J Psychoeduc Assess 2006;24(3):243–59.Google Scholar
21.Swanson, H. L., Jerman, O. Math disabilities: A selective meta-analysis of the literature. Rev Educ Res 2006;76(2):249–74.Google Scholar
22.Swanson, H. L. Age-related differences in learning disabled and skilled reader’s working memory. J Exp Child Psychol 2003;85:131.Google Scholar
23.Swanson, H. L., Cooney, J. B., McNamara, J. K. Learning disabilities and memory. In: Wong, B. Y. L., editor. Learning about Learning Disabilities. 3rd ed. San Diego, CA: Elsevier Academic Press; 2004. p. 4192.Google Scholar
24.Diamond, A., Ling, D. S. Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Dev Cogn Neurosci 2016;18:3448.Google Scholar
25.Sjöwall, D., Roth, L., Lindqvist, S., Thorell, L. B. Multiple deficits in ADHD: Executive dysfunction, delay aversion, reaction time variability, and emotional deficits. J Child Psychol Psychiatry 2013;54(6):619–27.Google Scholar
26.Taanila, A., Ebeling, H., Tiihala, M., Kaakinen, M., Moilanen, I., Hurtig, T., et al. Association between childhood specific learning difficulties and school performance in adolescents with and without ADHD symptoms: a 16-year follow-up. J Atten Disord 2014;18(1):61.CrossRefGoogle ScholarPubMed
27.Wade, S., Taylor, H. G., Terry Stancin, T., Cassedy, A., Walz, N., Yeates, K. Long-term Effects of Early TBI on IQ and Achievement. Tenth World Congress on Brain Injury; March 19–22, 2014; San Francisco. CA: International Brain Injury Association; 2014.Google Scholar
28.Geary, D. C., Hoard, M. K., Nugent, L., Bailey, D. H. Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. J Educ Psychol 2012;104(1):206–23.Google Scholar
29.Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., et al. Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial Spec Educ 2014;35(2):6879.Google Scholar
30.DeNavas-Walt, C., Proctor, B., Smith, J. Income, Poverty, and Health Insurance Coverage in the United States: 2012. Washington, DC: U.S. Government Printing Office; 2012. Commerce USDo; 2013 September. Contract No.: P60-245.Google Scholar
31.McLoyd, V. C. Socioeconomic disadvantage and child development. Am Psychol 1998;53(2):185.Google Scholar
32.Wagner, M., Newman, L., Cameto, R., Levine, P., Garza, N. An Overview of Findings from Wave 2 of the National Longitudinal Transition Study-2 (NLTS2) Menlo Park, CA: SRI International; 2006 [Available from: www.nlts2.org/reports/2006_08/nlts2_report_2006_08_complete.pdf.Google Scholar
33.Jessor, R. Problem-behavior theory, psychosocial development, and adolescent problem drinking. Addiction 1987;82(4):331–42.Google Scholar
34.Mills, C. J., Noyes, H. L. Patterns and correlates of initial and subsequent drug use among adolescents. J Consult Clin Psychol 1984;52(2):231–43.Google Scholar
35.Newcomb, M. D., Maddahian, E., Bentler, P. M. Risk factors for drug use among adolescents: Concurrent and longitudinal analyses. Am J Public Health 1986;76(5):525–31.Google Scholar
36.Kandel, D., Kessler, R., Margulies, R. Antecedents of adolescent initiation into stages of drug use: A developmental analysis. J Youth Adolesc 1978;7(1):1340.Google Scholar
37.Smith, G., Fogg, C. Psychological predictors of early use, late use, and nonuse of marijuana among teenage students. In: Kandel, D., editor. Longitudinal Research on Drug Use: Empirical Findings and Methodological Issues. New York, NY: Halsted Press; 1978. p. 101–13.Google Scholar
38.Becker, W. C. Applied Psychology for Teachers. Chicago, IL: Science Research Associates; 1986.Google Scholar
39.Mrazek, P., Haggerty, R. Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research. Washington, DC: National Academy Press; 1994.Google Scholar
40.Patterson, G. Coercive Family Process. Eugene, OR: Castalia Publishing Company; 1982.Google Scholar
41.Dishion, T. J., Patterson, G. R., Stoolmiller, M., Skinner, M. L. An Ecological Analysis of Boy’s Drift to Antisocial Peers: From Middle Childhood to Early Adolescence. Eugene, OR: Oregon’s Social Learning Center; 1990.Google Scholar
42.Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., et al. A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America. 2011;108(7):2693–8.Google Scholar
43.Anderson, V., Catroppa, C. Recovery of executive skills following paediatric traumatic brain injury (TBI): A 2 year follow-up. Brain Inj 2005;19(6):459–70.Google Scholar
44.Tonks, J., Williams, W. H., Yates, P., Slater, A. Cognitive correlates of psychosocial outcome following traumatic brain injury in early childhood: Comparisons between groups of children aged under and over 10 years of age. Clin Child Psychol Psychiatry 2011;16(2):185–94.Google Scholar
45.Muscara, F., Catroppa, C., Anderson, V. Social problem‐solving skills as a mediator between executive function and long‐term social outcome following paediatric traumatic brain injury. J Neuropsychol 2008;2(2):445–61.Google Scholar
46.Levin, H. S., Hanten, G., Li, X. The relation of cognitive control to social outcome after paediatric TBI: Implications for intervention. Developmental Neurorehabilitation 2009;12(5):320–9.Google Scholar
47.Hawley, C. A., Ward, A. B., Magnay, A. R., Long, J. Parental stress and burden following traumatic brain injury amongst children and adolescents. Brain Inj 2003;17(1):1.Google Scholar
48.Fay, G. C., Jaffe, K. M., Polissar, N. L., Liao, S., Rivara, J. B., Martin, K. M. Outcome of pediatric traumatic brain injury at three years: A cohort study. Arch Phys Med Rehabil 1994;75(7):733–41.Google ScholarPubMed
49.Jaffe, K. M., Polissar, N. L., Fay, G. C., Liao, S. Recovery trends over three years following pediatric traumatic brain injury. Arch Phys Med Rehabil 1995;76(1):1726.Google Scholar
50.Taylor, H. G., Yeates, K. O., Wade, S. L., Drotar, D., Klein, S. K., Stancin, T. Influences on first-year recovery from traumatic brain injury in children. Neuropsychology 1999;13(1):7689.Google Scholar
51.Koskiniemi, M., Kyykka, T., Nybo, T., Jarho, L. Long-term outcome after severe brain injury in preschoolers is worse than expected. Arch Pediatr Adolesc Med 1995;149(3):249–54.Google Scholar
52.Nybo, T., Sainio, M., Muller, K. Stability of vocational outcome in adulthood after moderate to severe preschool brain injury. J Int Neuropsychol Soc 2004;10(5):719–23.Google Scholar
53.Todis, B., Glang, A. Redefining success: Results of a qualitative study of postsecondary transition outcomes for youth with traumatic brain injury. J Head Trauma Rehabil 2008;23(4):252–63.Google Scholar
54.Todis, B. P., Glang, A. P., Bullis, M. P., Ettel, D. P., Hood, D. B. A. Longitudinal investigation of the post-high school transition: Experiences of adolescents with traumatic brain injury. J Head Trauma Rehabil 2011;26(2):138–49.Google Scholar
55.Anderson, V., Catroppa, C,, Morse, S., Haritou, F., Rosenfeld, J. Attentional and processing skills following traumatic brain injury in early childhood. Brain Inj 2005;19(9):699710.Google Scholar
56.Crichton, A. J., Babl, F., Oakley, E., Greenham, M., Hearps, S., Delzoppo, C., et al. Prediction of multidimensional fatigue after childhood brain injury. J Head Trauma Rehabil 2017;32(2):107–16.Google Scholar
57.Owens, M., Stevenson, J,, Hadwin, J, A., Norgate, R. When does anxiety help or hinder cognitive test performance? The role of working memory capacity. Br J Psychol 2014;105(1):92101.Google Scholar
58.Hibbard, M. R., Gordon, W. A., Martin, T., Raskin, B., Brown, M. Students with Traumatic Brain Injury: Identification, Assessment, and Classroom Accommodations. New York, NY: Mount Sinai School of Medicine; 2001 Available from: http://icahn.mssm.edu/static_files/MSSM/Files/Research/Centers/Traumatic%20Brain%20Injury%20Central/TBIKIDS.pdf. (Accessed January 3, 2018.)Google Scholar
59.Lépine, R., Parrouillet, P., Camos, V. What makes working memory spans so predictive of high-level cognition? Psychon Bull Rev 2005;12(1):165–70.Google Scholar
60.Dawson, P., Guare, R. Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention. New York, NY: Guilford Press; 2010.Google Scholar
61.Prabhakaran, V., Narayanan, K., Zhao, Z., Gabrieli, J. Integration of diverse information in working memory within the frontal lobe. Nat Neurosci 2000;3(1):8590.Google Scholar
62.Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., et al. Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance – A Critical Literature Review. Chicago, IL: University of Chicago Consortium on Chicago School Research; 2012.Google Scholar
63.Romero, C,, Master, A., Paunesku, D., Dweck, C. S., Gross, J. J. Academic and emotional functioning in middle school: The role of implicit theories. Emotion 2014;14(2):227.Google Scholar
64.Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., et al. Organizing Instruction and Study to Improve Student Learning (NCER 2007–2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; 2007.Google Scholar
65.Chi, M., Bassok, M., Lewis, M., Reiman, P., Glaser, R. Self explanation: How students study and use worked example in learning to solve problems. Cogn Sci 1989;13(2):145–82.Google Scholar
66.Chi, M., De Leeuw, N., Chiu, M., Lavancher, C. Eliciting self-explanations improves understanding. Cogn Sci 1994;18(3):439–77.Google Scholar
67.Craik, F., Lockhart, R. Levels of processing: A framework for memory research. J Verbal Learning Verbal Behav 1972;11:671–84.Google Scholar
68.McDaniel, M., Donnelly, C. Learning with analogy and elaborative interrogation. J Educ Psychol 1996;88(3):508–19.Google Scholar
69.Karpicke, J. D., Roediger, H. L., 3rd. The critical importance of retrieval for learning. Science 2008;319(5865):966–8.CrossRefGoogle ScholarPubMed
70.Roediger, H., Karpicke, J. The power of testing memory: Basic research and implications for educational practice. Perspect Psychol Sci 2006;1:181210.Google Scholar
71.Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., Pashler, H. Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educ Psychol Rev 2012;24:369–78.Google Scholar
72.Andrews, G., Halford, G. S. A cognitive complexity metric applied to cognitive development. Cogn Psychol 2002;45(2):153219.Google Scholar
73.Swanson, H., Berninger, V. Individual differences in children’s working memory and writing skill. J Exp Child Psychol 1996;63(2):358–85.Google Scholar
74.Gathercole, S., Pickering, S., Knight, C., Stegmann, Z. Working memory skills and educational attainment: evidence from national curriculum assessments at 7 and 14 years of age. Appl Cogn Psychol 2004;18(1):116.Google Scholar
75.Swanson, H., Kim, K. Working memory, short-term memory, and naming speed as predictors of children’s mathematical performance. Intelligence 2007;35:151–68.Google Scholar
76.Geary, D. C., Hoard, M. K., Byrd-Craven, J., DeSoto, M. C. Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. J Exp Child Psychol 2004;88(2):121–51.Google Scholar
77.Blackwell, L. S., Trzesniewski, K. H., Dweck, C. S. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Dev 2007;78(1):246–63.CrossRefGoogle ScholarPubMed
78.Dweck, C. S. Mind-Sets. Principal Leadership [Internet]. 2010. Available from: my-ecoach.com.Google Scholar
79.Haimovitz, K., Wormington, S. V., Corpus, J, H. Dangerous mindsets: How beliefs about intelligence predict motivational change. Learning and Individual Differences 2011;21(6):747–752.Google Scholar
80.Dweck, C., Leggett, E. L. A social cognitive approach to motivation and personality. Psychol Rev 1988;95:256–73.Google Scholar
81.Robins, R., Pals, J. Implicit self-theories of ability in the academic domain: A test of Dweck’s model. Self Identity 2002;1:313–36.Google Scholar
82.Henderson, V., Dweck, C. Motivation and achievement. In: Feldman, S., Elliott, G., editors. At the Threshold: The Developing Adolescent. Cambridge, MA: Harvard University Press; 1990. p. 308–29.Google Scholar
83.Aronson, J., Fried, C., Good, C. Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. J Exp Soc Psychol 2002;38(2):113–25.Google Scholar
84.Good, C., Aronson, J,, Inzlicht, M. Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. J Appl Dev Psychol 2003;24(6):645–62.Google Scholar
85.Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., Dweck, C. S. Mind-set interventions are a scalable treatment for academic underachievement. Psychol Sci 2015;26(6):784–93.Google Scholar
86.Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., Finkel, E. J. Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychol Bull 2013;139(3):655.Google Scholar
87.Offir, B., Lev, Y., Bezalel, R. Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Comput Educ 2008;51(3):1172–83.Google Scholar
88.Sweller, J., Ayres, P., Kalyuga, S. Facilitating effective mental processes: The imagination and self-explanation effects. Cognitive Load Theory. 2011:183–92.Google Scholar
89.Bugg, J. M., McDaniel, M. A. Selective benefits of question self-generation and answering for remembering expository text. J Educ Psychol 2012;104(4):922.Google Scholar
90.Collins, A., Brown, J., Larkin, K. Inferences in text understanding. In: Spiro, R. J., Bruce, B. C., Brewer, W. F., editors. Theoretical Issues in Reading Comprehension. Hillsdale, NJ: Erlbaum; 1980. p. 285410.Google Scholar
91.Kintsch, W. Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press; 1998.Google Scholar
92.Craig, S. D., Chi, M. T. H., VanLehn, K. Improving classroom learning by collaboratively observing human tutoring videos while problem solving. J Educ Psychol 2009;101(4):779.Google Scholar
93.Davey, B., McBride, S. Effects of question-generation training on reading comprehension. J Educ Psychol 1986;78(4):256–62.Google Scholar
94.King, A., Staffieri, A., Adelgais, A. Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. J Educ Psychol 1998;90(1):134–52.Google Scholar
95.Webb, N. Peer interaction, problem-solving, and cognition: Multidisciplinary perspectives. Int J Educ Res 1989;13(1):1119.Google Scholar
96.Pressley, M., et al. Strategies that improve children’s memory and comprehension of text. Elem Sch J 1989;90(1):332.Google Scholar
97.Rosenshine, B., Meister, C., Chapman, S. Teaching students to generate questions: A review of the intervention studies. Rev Educ Res 1996;66(2):181.Google Scholar
98.Nunes, L. D., Karpicke, J. D. Retrieval‐Based Learning: Research at the Interface between Cognitive Science and Education. Emerging Trends in the Social and Behavioral Sciences: An Interdisciplinary, Searchable, and Linkable Resource. Wiley; 2015.Google Scholar
99.Karpicke, J. D., Blunt, J. R. Retrieval practice produces more learning than elaborative studying with concept mapping. Science 2011;331(6018):772–5.CrossRefGoogle ScholarPubMed
100.Karpicke, J. D., Grimaldi, P. J. Retrieval-based learning: A perspective for enhancing meaningful learning. Educ Psychol Rev 2012;24(3):401–18.Google Scholar
101.McDaniel, M., Roediger, H., McDermott, K. Generalizing test-enhanced learning from the laboratory to the classroom. Psychon Bull Rev 2007;14(2):200–6.Google Scholar
102.Wheeler, M., Roediger, H. Disparate effects of repeated testing: Reconciling Ballard’s (1913) and Bartlett’s (1932) results. Psychol Sci 1992;3(4):240–5.Google Scholar
103.Butler, A. C., Karpicke, J. D., Roediger, H. L. Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. J Exp Psychol Learn Mem Cogn 2008;34(4):918–28.Google Scholar
104.Carpenter, S., DeLosh, E. Application of the testing and spacing effects to name learning. Appl Cogn Psychol 2005;19(61):9636.Google Scholar
105.Carpenter, S., Pashler, H., Vul, E. What types of learning are enhanced by a cued recall test? Psychon Bull Rev 2006;13(5):826.Google Scholar
106.McDaniel, M., Fisher, R. Tests and test feedback as learning sources. Contemp Educ Psychol 1991;16(2):192201.Google Scholar
107.Bangert-Drowns, R., Kulik, C., Kulik, J., Morgan, M. The instructional effect of feedback in test-like events. Rev Educ Res 1991;61(2):213.Google Scholar
108.Janiszewski, C,, Noel, H., Sawyer, A. A meta-analysis of the spacing effect in verbal learning: Implications for research on advertising repetition and consumer memory. J Consum Res 2003;30(1):138–49.Google Scholar
109.Pashler, H., Rohrer, D., Cepeda, N., Carpenter, S. Enhancing learning and retarding forgetting: Choices and consequences. Psychon Bull Rev 2007;14(2):187.Google Scholar
110.Cepeda, N., Pashler, H., Vul, E., Wixted, J., Rohrer, D. Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychol Bull 2006;132(3):354–80.Google Scholar
111.Bloom, K., Shuell, T. Effects of massed and distributed practice on the learning and retention of second-language vocabulary. J Educ Res 1981;74:245–8.Google Scholar
112.Gersten, R. M., White, W. A. T., Falco, R., Carnine, D. Teaching basic discriminations to handicapped and non-handicapped individuals through a dynamic presentation of instructional stimuli. Analysis and Intervention in Developmental Disabilities. 1982;2(4):305–17.Google Scholar
113.Weeks, M., Gaylord‐Ross, R. Task difficulty and aberrant behavior in severely handicapped students. J Appl Behav Anal 1981;14(4):449–63.CrossRefGoogle ScholarPubMed
114.Carnine, D., Silbert, J., Kame’enui, E., Tarver, S. Direct Reading Instruction. 4th ed. Englewood Cliffs, NJ: Pearson/ Prentice Hall; 2004.Google Scholar
115.Paine, S. C., Carnine, D. W., White, W. A., Walters, G. Effects of fading teacher presentation structure (covertization) on acquisition and maintenance or arithmetic problem-solving skills. Educ Treat Children 1982;5(2):93107.Google Scholar
116.Rosenshine, B., Stevens, R. Teaching functions. In: Wittrock, M., editor. Handbook of Research on Teaching, 3rd ed. New York, NY: Macmillan; 1986. p. 376–91.Google Scholar
117.Carnine, D., Silbert, J., Kameenui, E. Direct Instruction Reading. 2nd ed. Columbus, OH: Merrill; 1990.Google Scholar
118.Stein, M., Kinder, D., Silbert, J., Carnine, D. Designing Effective Mathematics Instruction: A Direct Instruction Approach. Columbus, OH: Pearson-Merrill Prentice Hall; 2006.Google Scholar
119.Carnine, D. W. Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. J Appl Behav Anal 1976;9(2):199206.Google Scholar
120.Sohlberg, M. M., Ehlhardt, L., Kennedy, M. Instructional techniques in cognitive rehabilitation: a preliminary report. Semin Speech Lang 2005;26(4):268–79.Google Scholar
121.Carnine, D. Relationships between stimulus variation and the formation of misconceptions. J Educ Res 1980;74(2):106–10.Google Scholar
122.Gersten, R. M., Carnine, D. W., Williams, P. B. Measuring implementation of a structured educational model in an urban school district: An observational approach. Educational Educ Eval Policy Anal 1982;4(1):6779.Google Scholar
123.Wilson, B. A., Baddeley, A., Evans, J., Shiel, A. Errorless learning in the rehabilitation of memory impaired people. Neuropsychol Rehabil 1994;4(3):307–26.Google Scholar
124.Swanson, H. L., Hoskyn, M. Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Rev Educ Res 1998;68(3):277321.Google Scholar
125.Shanahan, T. Common Core State Standards. Center on Teaching and Learning; Summer. Portland, OR: University of Oregon; 2010.Google Scholar
126.Anderson, V. A., Brown, S., Newitt, H., Hoile, H. Long-term outcome from childhood traumatic brain injury: Intellectual ability, personality, and quality of life. Neuropsychology 2011;25(2):176–84.Google Scholar
127.Ewing-Cobbs, L., Prasad, M. R., Kramer, L., Cox, C. S., Jr., Baumgartner, J., Fletcher, S., et al. Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood. J Neurosurg 2006;105(4 Suppl):287–96.Google Scholar
128.Ransom, D. M., Vaughan, C. G., Pratson, L., Sady, M. D., McGill, C. A., Gioia, G. A. Academic effects of concussion in children and adolescents. Pediatrics 2015;135(6):1043–50.Google Scholar
129.Vavilala, M. S., Nathens, A. B., Jurkovich, G. J., Mackenzie, E., Rivara, F. P. Risk factors for venous thromboembolism in pediatric trauma. J Trauma 2002;52(5):922–7.Google Scholar
130.Rehabilitation Act of 1973, S. 1875, 93d Cong. (1973).Google Scholar
131.Michaud, L. J., Rivara, F. P., Grady, M. S., Reay, D. T. Predictors of survival and severity of disability after severe brain injury in children. Neurosurgery 1992;31(2):254–64.Google Scholar
132.Zirkel, P. A. A comprehensive comparison of the IDEA and Section 504/ADA. West’s Education Law Reporter 2012;282:767–84.Google Scholar
133.Vavilala, M. S., Bowen, A., Lam, A. M., Uffman, J. C., Powell, J., Winn, H. R., et al. Blood pressure and outcome after severe pediatric traumatic brain injury. J Trauma 2003;55(6):1039–44.Google Scholar
134.Herr, C. M., Bateman, B. D. Learning disabilities and the law. Handbook of Learning Disabilities. New York, NY: Guilford Press; 2003:5773.Google Scholar
135.Salvia, J., Ysseldyke, J., Witmer, S. Assessment: In Special and Inclusive Education. Belmont, CA: Cengage Learning; 2012.Google Scholar
136.Yell, M. L., Drasgow, E. Assessment for eligibility under IDEIA and the 2006 regulations. Assess Eff Interv 2007;32(4):202–11.Google Scholar
137.Bateman, B. D., Linden, M. A. Better IEPs: How to Develop Legally Correct and Educationally Useful Programs. Longmont, CO: Sopris West; 1998.Google Scholar
138.Yell, M. L. The Law and Special Education. Old Tappan, NJ: Merrill/Prentice-Hall; 1998.Google Scholar
139.Lloyd, J. W., Tankersley, M., Bateman, B. Why should we have special education?. In: Bateman, B., Lloyd, J. W., Tankersley, M., editors. Enduring Issues in Special Education: Personal Perspectives New York, NY: Routledge; 2015. p. 385–96.Google Scholar
140.Pullen, P., Hallahan, D. Why should we have special education? In: Bateman, B., Lloyd, J. W., Tankersley, M., editors. Enduring Issues in Special Education: Personal Perspectives New York, NY: Routledge.; 2015. p. 385–96.Google Scholar
141.Archer, A. L., Hughes, C. A. Explicit Instruction: Effective and Efficient Teaching. New York, NY: Guilford Press; 2011.Google Scholar
142.Champagne, J. Decisions in sequence: How to make placements in the least restrictive environment. EdLaw Briefing Paper 1993;9:116.Google Scholar
143.Sharp, KG, Pitasky, VM. The Current Legal Status of Inclusion. Beach Gardens, FL: LRP Publications; 2002.Google Scholar
144.Cheatham, G. A., Hart, J. E., Malian, I., McDonald, J. Six things to never say or hear during an IEP meeting. Teach Except Child 2012;44(3):50–7.Google Scholar
145.Rozalski, M. A. J. How to determine the least restrictive environment for students with disabilities. Exceptionality 2010;18(3):151–63.Google Scholar
146.Bateman, B., Tankersley, M., Lloyd, J. W., Alves, K. D. Where should special education take place? In: Bateman, B., Lloyd, J. W,, Tankersley, M., editors. Enduring Issues in Special Education: Personal Perspectives. New York, NY: Routledge; 2015. p. 385–96.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×