Search Results: (31-45 of 83 records)
|WWC IRSNCP11||Coping Power
Coping Power is a program that involves group sessions for children and parents. Children receive lessons in goal setting, problem solving, anger management, and peer relationships. Group sessions for parents support the child component and address setting expectations, praise, discipline, managing stress, communication, and child study skills. Based on its review of the research, the WWC found Coping Power to have positive effects for external behavior and potentially positive effects for social outcomes for children classified or at risk for having an emotional disturbance.
|WWC IRSNCC11||Check & Connect
Check & Connect is a program that aims to promote students’ engagement with school and learning by monitoring student levels of engagement, such as attendance, grades, and suspensions, and providing intervention when problems are identified. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Check & Connect on children classified or at risk for having an emotional disturbance.
|NCSER 20113004||The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)
The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report includes postsecondary enrollment rates; employment rates; engagement in employment, education, and/or job training activities; household circumstances (e.g., residential independence, parenting status); and social and community involvement.
|NCSER 20113006||A Longitudinal View of the Receptive Vocabulary and Math Achievement of Young Children with Disabilities
This report describes how children who received preschool special education services perform over time on assessments of receptive vocabulary and math skills. It also describes how their receptive vocabulary and math performance vary over time by primary disability category.
|REL 2011116||State Policies and Procedures on Response to Intervention in the Midwest Region
Based on a review of state documents and interviews with state and local officials in six Midwest Region states, this qualitative study describes state education agency policy development and planning for response to intervention approaches to instruction. It also looks at the support provided to districts and schools implementing response to intervention.
|NCSER 20113003||Facts from NLTS2: The Secondary School Experiences and Academic Performance of Students With Hearing Impairments
A gap exists between the academic achievement of youth with hearing impairments and their peers in the general population in reading, mathematics, science, and social studies, according to a new release by The National Center for Special Education Research. Facts from NLTS2: The Secondary School Experiences and Academic Performance of Students With Hearing Impairments uses data from the National Longitudinal Transition Study 2 dataset to provide a national picture of the secondary school experiences and academic achievement of students with hearing impairments who received special education services.
The outcomes cover several key areas, including students' experiences in general education academic courses and non-vocational special education courses, accommodations, supports, services provided to students, and academic achievement. In addition to the findings for the overall group, this fact sheet provides findings by parent-reported levels of hearing impairments.
|NCSER 20113001||A Study of States' Monitoring and Improvement Practices Under the Individuals with Disabilities Education Act
This report provides a description of the nature and scope of states' Part B and Part C monitoring systems. Data on 20 states' monitoring systems in 2004–05 and 2006–07 were collected during two site visits. The report describes states' approaches to monitoring and how states' monitoring systems and processes mapped onto a framework developed for the study.
|NCSER 20113000||Access to Educational and Community Activities for Young Children with Disabilities
This report describes access for young children with disabilities in two specific domains: community activities, including extracurricular activities and family recreation, and kindergarten classroom experiences. It also examines how access and participation in these activities may vary by child, family, and school district characteristics.
|WWC IRECELM10||Lovaas Model of Applied Behavior Analysis
The Lovaas Model of Applied Behavior Analysis is a behavioral therapy for children with disabilities. It initially calls for brief periods of one-on-one instruction, during which a teacher cues a behavior, prompts the appropriate response, and provides reinforcement to the child. As the child progresses, the instruction moves into group settings and teaches social and pre-academic skills in preparation for preschool. Based on its review of the research, the WWC found the therapy to have potentially positive effects on cognitive development for children with disabilities and no discernible effects on communication/language competencies, social-emotional development/behavior, and functional abilities.
|WWC IRLDLI09||Intervention Report: Lindamood Phoneme Sequencing (LiPS)
This What Works Clearinghouse Intervention Report assesses existing research on the Lindamood Phoneme Sequencing (LiPS) program that is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. The Clearinghouse reviewed 31 studies that investigated the effects of LiPS on students with learning disabilities. One study that falls within the scope of the Students with Learning Disabilities review protocol meets What Works Clearinghouse (WWC) evidence standards. The study included 50 students with learning disabilities from eight to ten years of age in three elementary schools in Florida. Based on this one study, the WWC considers the extent of evidence for LiPS on students with learning disabilities to be small for alphabetic, reading fluency, reading comprehension, writing, and math. The Clearinghouse’s assessment of this research found LiPS to have potentially positive effects on alphabetics, reading fluency, and math, no discernible effects on reading comprehension, and potentially negative effects on writing for students with learning disabilities.
|WWC IRLDVR10||Voyager Reading Programs
This What Works Clearinghouse Intervention Report assesses existing research on three Voyager reading programs. The three programs are Voyager Passport, a supplemental reading intervention system for students in grades K-5, Voyager Passport Reading Journeys, a reading intervention program designed for adolescents who struggle with reading, and Voyager Universal Literacy System, a K-3 reading program. The Clearinghouse reviewed 44 studies of Voyager reading programs for students with learning disabilities that were published or released between 1989 and 2009 and concluded that no studies of these three Voyager reading programs that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. Therefore, conclusions may not be drawn based on research about the effectiveness or ineffectiveness of the Voyager reading programs on students with disabilities.
|REL 2009083||Features of State Response to Intervention Initiatives in Northeast and Islands Region States
The report documents the results of a search of state education agency web sites in the nine Northeast and Islands Region jurisdictions for publicly available information related to RTI (response to intervention). It finds that seven jurisdictions have developed state documents on RTI that address core features of RTI identified by the National Research Center on Learning Disabilities: high quality classroom instruction, research-based instruction, classroom performance, universal screening, continuous progress monitoring, research-based interventions, progress monitoring during interventions, and fidelity measures. Six of these jurisdictions had documents addressing all eight core features (Connecticut, Maine, Massachusetts, New Hampshire, New York, and Vermont), and one (Rhode Island) had documents addressing seven. Documents are also categorized by theme: whether the state education agency required RTI as a component of the special education eligibility process, whether the state education agency used or encouraged a three-tiered RTI model, whether a self-assessment or local plan was required before implementing RTI at the local level, and whether the state education agency supported or funded RTI pilot sites. The seven jurisdictions used or promoted RTI as an approach to supporting struggling students in general education or for determining eligibility for special education at the local level. The most commonly found document types were nonregulatory guidance (six states), followed by regulations (four states). The document review could not shed light on the extent of RTI use at the local level. While there was no evidence of RTI policies or procedures on the public state education agency web sites for two jurisdictions (Puerto Rico and the Virgin Islands), that cannot be taken as evidence that the two jurisdictions do not allow RTI.
|REL 2009079||Models of Response to Intervention in the Northwest Region States
This report provides information on the response to intervention (RTI) models supported by state education agencies in the Northwest Region and identifies states' RTI-related resources, policies, and activities. The information will help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other’s experience.
|REL 2009078||Analysis of the Developmental Functioning of Early Intervention and Early Childhood Special Education Populations in Oregon
This study reports on the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3—5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System.
|NCSER 20093013||State Profiles on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report describes individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state for the 2006-2007 school year.
Page 3 of 6