How useful are computers? Comparison of the attitudes of students with and without learning disabilities

This study investigated the attitudes and opinions of students with and without learning disabilities regarding the use of computers for school-related work. Using in-depth interviews, six students from grades 5 through 12, three students with learning disabilities and three students without learning disabilities, were interviewed. The interviews revealed five general themes: applications of computers, instructional uses of computers, attitudes about computers, personal experience with computers, and resource needs. Comparison of the interviews of students with and without learning disabilities showed that students with learning disabilities experienced greater difficulty with learning how to use computer

Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools

Accessible and comprehensive, this book shows how to build a schoolwide multi-tiered system of support (MTSS) from the ground up. The MTSS framework encompasses tiered systems such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS), and is designed to help all K-12 students succeed. Every component of an MTSS is discussed: effective instruction, the role of school teams, implementation in action, assessment, problem solving, and data-based decision making. Practitioner-friendly features include reflections from experienced implementers and an extended case study. Reproducible checklists and forms can be downloaded and printed in a convenient 8½“ x 11” size

Discrete trial teaching

Entry in The Encyclopedia of School Psychology. Book description: School psychologists are on the front lines in dealing with the most significant challenges facing children and the educational community today. And in a world of ever-increasing risks and obstacles for students, school psychologists must be able to use their in-depth psychological and educational training to work effectively with students, parents, teachers, administrators, and other mental health professionals to help create safe learning environments. By recognizing each individual student\u27s unique circumstances and personality, school psychologists are able to offer specialized services to address such crucial children\u27s issues as: family troubles (e.g., divorce, death); school assignments; depression; anger management; substance abuse; study skills; learning disabilities; sexuality; and self-discipline. The Encyclopedia of School Psychology provides school psychologists and other educational and mental health professionals with a thorough understanding of the most current theories, research, and practices in this critical area. In addition, the Encyclopedia offers the most up-to-date information on important issues from assessment to intervention to prevention techniques

Computers as Accessibility Tools for Students with and without Learning Disabilities

This study investigated the attitudes and opinions of three students with and three students without learning disabilities regarding the use of computers for school-related work. The students (in grades 5 through12) were selected from three school sites and interviewed in-depth. Analysis of interviews with open-coding procedures identified five general themes: applications of computers, instructional uses of computers, attitudes about computers, personal experience with computers, and resource needs. Comparison of students with and without learning disabilities showed that although most students were generally positive about computers, students with learning disabilities had qualitatively different experiences with computers and less positive attitudes about computers than those without learning disabilities. These students also expressed greater frustration about learning to use a computer and were more equivocal about the role of computers in educational programs. The most salient finding was the connection between participant attitudes and prior computer-related experiences. Results suggest the need to integrate instruction about technology into early intervention programs for students with learning disabilities

Punishment

Chapter in The Encyclopedia of School Psychology. Book description: School psychologists are on the front lines in dealing with the most significant challenges facing children and the educational community today. And in a world of ever-increasing risks and obstacles for students, school psychologists must be able to use their in-depth psychological and educational training to work effectively with students, parents, teachers, administrators, and other mental health professionals to help create safe learning environments. By recognizing each individual student\u27s unique circumstances and personality, school psychologists are able to offer specialized services to address such crucial children\u27s issues as: family troubles (e.g., divorce, death); school assignments; depression; anger management; substance abuse; study skills; learning disabilities; sexuality; and self-discipline. The Encyclopedia of School Psychology provides school psychologists and other educational and mental health professionals with a thorough understanding of the most current theories, research, and practices in this critical area. In addition, the Encyclopedia offers the most up-to-date information on important issues from assessment to intervention to prevention techniques

Specific Learning Disability and Response to Intervention: State-Level Guidance

This study investigates how state departments of education are defining response to intervention (RTI) assessment processes as they relate to specific learning disability (SLD) eligibility 5 years after the Individuals With Disabilities Education Act (IDEA) 2006 regulations were published. A qualitative research design of directed content analysis was used to examine each state\u27s regulatory criteria for SLD and state guidance documents on the use of RTI for SLD identification. Best practices were identified in three areas: (a) frequency of data collection, (b) criteria for responsiveness, and (c) multidimensional assessment. Results showed no national consensus for how multidisciplinary teams should use RTI data as part of SLD identification. Implications for policy, practice, and future research are discussed

Tier 2 Reading Interventions: Comparison of Reading Mastery and Fundations Double Dose

With the emergence of response to intervention as a key element for supporting school success for all students, there is a need for teachers to know which interventions have been found to be effective. Some interventions have been validated with a number of research studies, but new interventions also need such validation. This study was a program evaluation that compared a well-known and scientifically validated reading program, Reading Mastery, with a new program called Fundations. The study used single-subject case study methods with 6 matched dyads of first-grade students at risk for reading problems. The efficacy of each program for individual students was evaluated by evaluating the students’ progress monitoring scores on the Nonsense Word Fluency test of the Dynamic Indicators of Basic Early Literacy Skills. Results showed that all the students made progress toward winter benchmarks of the Dynamic Indicators of Basic Early Literacy Skills; however, the amount of growth varied across the students. Outcomes for each student, as well as implications for teaching practices, are discussed