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Summarize and compare the evidence of the effectiveness of interventions that address your school or district’s needs.

Results. 14 Interventions found

Your filters:       Children and Youth with Disabilities     |     Positive or Potentially Positive     |    Remove all remove all filters

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InterventionTopicImprovement IndexEffectiveness RatingExtent Of Evidence
Lindamood Phoneme Sequencing® (LiPS®) Children and Youth with Disabilities (Students with Learning Disabilities)
9
Potentially positive effects Small

Cognition

Emotional/Internal behavior

External behavior

General academic achievement

Language competencies

Mathematics achievement

InterventionTopicImprovement IndexEffectiveness RatingExtent Of Evidence
Lindamood Phoneme Sequencing® (LiPS®) Children and Youth with Disabilities (Students with Learning Disabilities)
12
Potentially positive effects Small

Reading achievement

InterventionTopicImprovement IndexEffectiveness RatingExtent Of Evidence
Fast Track: Elementary School Children and Youth with Disabilities (Children with an Emotional Disturbance)
8
Potentially positive effects Small

Reading comprehension

Reading fluency

Social outcomes

Social-emotional development

InterventionTopicImprovement IndexEffectiveness RatingExtent Of Evidence
Social Skills Training Children and Youth with Disabilities (Early Childhood Education for Children with Disabilities)
18
Positive effects Small

Writing achievement

Research Details

Intervention

Topic

Evidence

Number of Studies For Intervention

Combined Sample Size

Intervention Characteristics Examined in the Reviewed Research Studies

Report Date

Outcome Domain

Improve-
ment
Index

Effectiveness
Rating

Extent of
Evidence

Total

Meets
Stan-
dards

Meets
with
Reser-
vations

# of Schls

# of Students

Grades

Race

Location

Program Type

Delivery Method

Coping Power Children with an Emotional Disturbance External behavior 8 Positive Effects Medium to Large 23 3 0 0 650 4, 5 Unknown, White >0%, Black >0%, Black >50%, Other >0% South, AL, NC Supplement Small Group October 2011
Coping Power Children with an Emotional Disturbance Social outcomes 6 Potentially Positive Effects Small 23 3 0 0 332 4, 5 Unknown, White >0%, Black >0%, Black >50%, Other >0% South, AL, NC Supplement Small Group October 2011
Dialogic Reading Early Childhood Education for Children with Disabilities Language competencies 11 Potentially Positive Effects Small 59 2 0 6 52 PK Unknown, White >0%, White >50%, Black >0%, Other >0% West, WA Practice Individual April 2010
Early Risers Children with an Emotional Disturbance Social outcomes 7 Potentially Positive Effects Medium to Large 2 2 0 30 380 1, 2, 3 Unknown, White >0%, White >50%, Black >0%, Black >50% Midwest, MN Supplement Individual, Small Group, Whole Class June 2012
Early Risers Children with an Emotional Disturbance General academic achievement 3 Potentially Positive Effects Medium to Large 2 2 0 30 389 1, 2, 3 Unknown, White >0%, White >50%, Black >0%, Black >50% Midwest, MN Supplement Individual, Small Group, Whole Class June 2012
Fast Track: Elementary School Children with an Emotional Disturbance Emotional/Internal behavior 9 Potentially Positive Effects Small 1 1 0 54 855 1 Unknown, White >0%, Black >50%, Other >0% Northeast, South, West, NC, PA, TN, WA Curriculum Individual, Small Group October 2014
Fast Track: Elementary School Children with an Emotional Disturbance Reading achievement 8 Potentially Positive Effects Small 1 1 0 54 847 1 Unknown, White >0%, Black >50%, Other >0% Northeast, South, West, NC, PA, TN, WA Curriculum Individual, Small Group October 2014
Fast Track: Elementary School Children with an Emotional Disturbance External behavior 4 Potentially Positive Effects Small 1 1 0 54 860 1 Unknown, White >0%, Black >50%, Other >0% Northeast, South, West, NC, PA, TN, WA Curriculum Individual, Small Group October 2014
Fast Track: Elementary School Children with an Emotional Disturbance Social outcomes 4 Potentially Positive Effects Small 1 1 0 54 844 1 Unknown, White >0%, Black >50%, Other >0% Northeast, South, West, NC, PA, TN, WA Curriculum Individual, Small Group October 2014
First Step to Success Children with an Emotional Disturbance External behavior 28 Positive Effects Small 2 2 34 243 K, 1, 2, 3 Unknown, White >0%, White >50%, Other >0% West, NM, OR Supplement Individual March 2012
First Step to Success Children with an Emotional Disturbance Social outcomes 23 Potentially Positive Effects Small 1 1 0 34 197 K, 1, 2, 3 Unknown, White >0%, White >50%, Other >0% West, NM, OR Supplement Individual March 2012
First Step to Success Children with an Emotional Disturbance General academic achievement 12 Potentially Positive Effects Small 1 1 0 34 197 K, 1, 2, 3 Unknown, White >0%, White >50%, Other >0% West, NM, OR Supplement Individual March 2012
First Step to Success Children with an Emotional Disturbance Emotional/Internal behavior 10 Potentially Positive Effects Small 1 1 0 46 K, 1, 2, 3 Unknown, White >0%, White >50%, Other >0% West, NM, OR Supplement Individual March 2012
Lindamood Phoneme Sequencing® (LiPS®) Students with Learning Disabilities Reading fluency 17 Potentially Positive Effects Small 31 1 0 3 50 4 Unknown, White >0%, White >50%, Black >0% South, FL Curriculum Individual, Small Group March 2010
Lindamood Phoneme Sequencing® (LiPS®) Students with Learning Disabilities Mathematics achievement 12 Potentially Positive Effects Small 31 1 0 3 4 Unknown, White >0%, White >50%, Black >0% South, FL Curriculum Individual, Small Group March 2010
Lindamood Phoneme Sequencing® (LiPS®) Students with Learning Disabilities Alphabetics 9 Potentially Positive Effects Small 31 1 0 3 50 4 Unknown, White >0%, White >50%, Black >0% South, FL Curriculum Individual, Small Group March 2010
Lovaas Model of Applied Behavior Analysis Early Childhood Education for Children with Disabilities Cognition 27 Potentially Positive Effects Small 58 0 1 1 28 PK Unknown, White >0%, Black >0%, Asian >0% Midwest, West, CA, WI Supplement Individual August 2010
Peer-Assisted Learning Strategies Students with Learning Disabilities Reading comprehension 26 Potentially Positive Effects Small 2 1 1 12 60 2, 3, 4, 5, 6 Unknown, White >0%, White >50%, Black >0% South, TX Supplement Small Group June 2012
Peer-Assisted Learning Strategies Students with Learning Disabilities Reading fluency 14 Potentially Positive Effects Small 2 1 1 12 60 2, 3, 4, 5, 6 Unknown, White >0%, White >50%, Black >0% South, TX Supplement Small Group June 2012
Phonological Awareness Training Early Childhood Education for Children with Disabilities Language competencies 13 Potentially Positive Effects Small 4 4 0 78 PK Unknown West, IN, NV, WA Curriculum, Practice Individual, Small Group June 2012
Read Naturally® Students with Learning Disabilities Writing achievement 13 Potentially Positive Effects Small 43 1 0 1 20 4, 5, 6 Unknown West, WA Curriculum Individual July 2010
Repeated Reading Students with Learning Disabilities Reading comprehension 7 Potentially Positive Effects Small 2 2 0 78 5, 6, 7, 8, 9, 10, 11, 12 Unknown, White >0%, Black >0%, Black >50% South Practice Individual May 2014
Social Skills Training Early Childhood Education for Children with Disabilities Social-emotional development 18 Positive Effects Small 2 2 0 2 103 PK Unknown, White >0%, Black >0%, Black >50%, Asian >0%, Other >0% Northeast, NY Practice Whole Class February 2013
Spelling Mastery Students with Learning Disabilities Writing achievement 28 Potentially Positive Effects Small 7 2 0 4 70 2, 3, 4 Unknown, White >0%, White >50%, Black >0% South, AL Curriculum Whole Class January 2014
The Incredible Years™ Children with an Emotional Disturbance External behavior 20 Potentially Positive Effects Small 1 1 0 0 51 PK, K, 1, 2 Unknown, White >0%, White >50% WA Curriculum, Supplement Individual, Small Group November 2011
The Incredible Years™ Children with an Emotional Disturbance Social outcomes 18 Potentially Positive Effects Small 1 1 0 0 51 PK, K, 1, 2 Unknown, White >0%, White >50% WA Curriculum, Supplement Individual, Small Group November 2011

na = not applicable, nr = not reported