Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.

The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed.

The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.

Bakgrund: I skolor har det socialpedagogiska perspektivet börjat ta en större plats i det pedagogiska arbetet med elever. Grunden i socialpedagogik är den samhälleliga fostran som genom socialpedagogiskt arbetsätt leder till ett förändringsarbete. Det socialpedagogiska bemötandet är en viktig del i arbetet med elever som har ADHD. Socialpedagogiska utgångspunkten ger dessa elever individuella förutsättningar för att klara av vardagen. Syfte: Syftet med studien är att undersöka vilket socialpedagogiskt stöd elever med ADHD får i skolan. Det som ytterligare ska beaktas är socialpedagogernas arbetssätt och metoder i skolan för stödet elever erbjuds, dessutom ska socialpedagogens roll i skolan utforskas. Metod: Det är en kvalitativ studie där anställda socialpedagogoer blivit intervjuade och där det gjorts en tematisering på empirin. Resultat: Slutsatsen visar att elevers välbefinnade, närvaro och sociala svårigheter har främjats i de skolor socialpedagoger varit anställda. Dessutom är samverkansprocessen en central del i det socialpedagogiska arbetet med elever. Därför att socialpedagogen behöver samarbeta med olika professioner för elevens individuella behov. Resultatet visar att varje elev med ADHD har ett individuella socialpedagogiskt behov. / Background: In schools, the social pedagogical perspective has begun to occupy a more prominent role in the educational work with students. The foundation of social pedagogy is societal upbringing, which, through social pedagpgical methods, leads to a process of change. The social pedagogical approach is a crucial component in working with students who have ADHD. The social pedagogical framework provides these students with individual conditions to cope with their everyday lives. Purpose: The aim of the study is to investigate the social pedagogical support received by students with ADHD in school. Additionally, the working methods and approaches of social pedagogues in the school for the support offered to students with ADHD will be investigated. Furthermore, the role of the social pedagogue in the school will be explored. Method: A qualitative thematic analysis of the interviewed social pedagogues in schools. Conclusion: The conclusion of the study results in student´s well-being, attendance in school and social difficulties that social pedagogues have promoted. In addition, the collaborative process is important in the social-pedagogical work with students in school. Because the social pedagogue needs to collaborate with other professions for the student´s individual needs. The results show that each student with ADHD needs an individual social-pedagogical plan.

U.S. students with learning disabilities' math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson's theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the α-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students' graduation rates and promoting students' engagement in school and beyond.