American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org, 2018
Relying on external supports to shape the behaviors of students with emotional/behavioral disorde... more Relying on external supports to shape the behaviors of students with emotional/behavioral disorders (EBD) is risky as these classroom supports may not generalize to internal strategies that students can use independently in the community. Two special educators approached building self-determination skills in their students with EBD from different perspectives: applied behavior analysis and sensorimotor regulation. Despite different approaches, each teacher employed consistency of language, explicit instruction, and empowering students to engage in self-management. The teachers observed that after students learned to self-manage, they did so with increasing success, resulting in fewer incidences of antisocial or unproductive behavior. The strategies each teacher used are described, emphasizing practices that both used so that other special educators may follow their examples.
School counselors must be knowledgeable about the distinctive needs of students with specific lea... more School counselors must be knowledgeable about the distinctive needs of students with specific learning disabilities in order to meet the mandate to provide equitable services to all students as part of their comprehensive school counseling program. The training of school counselors renders a valuable part of the educational team working to promote optimal outcomes for this population. This article provides an overview of specific learning disabilities, and an outline of the unique needs of students eligible for Individuals with Disabilities Education Act (IDEA) services. Critical issues in the domains of academic, career, and social-emotional development are addressed, as well as strategies to assist students.
This study documents the implementation of research-based strategies to minimize the occurrence o... more This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student progress and skill acquisition; (b) instruction was characterized by high intensity through the use of groups with a low student–teacher ratio; and (c) an explicit instructional approach was used for children who lacked phonemic awareness or an understanding of the alphabetic principle. Furthermore, teachers were supported in working collaboratively with one another and were provided with ongoing support from a literacy coach. Ninety percent of participants met or exceeded grade-level expectations by the end of the year, and 75% of treatment resisters were eligible for special education. Challenges related to implementation are discussed.
Relying on external supports to shape the behaviors of students with emotional/behavioral disorde... more Relying on external supports to shape the behaviors of students with emotional/behavioral disorders (EBD) is risky as these classroom supports may not generalize to internal strategies that students can use independently in the community. Two special educators approached building self-determination skills in their students with EBD from different perspectives: applied behavior analysis and sensorimotor regulation. Despite different approaches, each teacher employed consistency of language, explicit instruction, and empowering students to engage in self-management. The teachers observed that after students learned to self-manage, they did so with increasing success, resulting in fewer incidences of antisocial or unproductive behavior. The strategies each teacher used are described, emphasizing practices that both used so that other special educators may follow their examples.
Although early reading instruction focuses on phonemic awareness and the alphabetic principle, re... more Although early reading instruction focuses on phonemic awareness and the alphabetic principle, research indicates that reading comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasiexperimental designs and included children between the ages of five and nine, some of whom had disabilities or were determined to be at-risk for academic failure, were examined. Five categories of reading comprehension strategies (peer learning, self-questioning, story grammar and text structure, story mapping and graphic organizers, and vocabulary development) that have increased the reading comprehension abilities of young students were identified and discussed. Students appeared to be most successful when two or more strategies were combined. Instructional choices teachers might make in light of the current research are discussed.
This study documents the implementation of research-based strategies to minimize the occurrence o... more This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student progress and skill acquisition; (b) instruction was characterized by high intensity through the use of groups with a low student–teacher ratio; and (c) an explicit instructional approach was used for children who lacked phonemic awareness or an understanding of the alphabetic principle. Furthermore, teachers were supported in working collaboratively with one another and were provided with ongoing support from a literacy coach. Ninety percent of participants met or exceeded grade-level expectations by the end of the year, and 75% of treatment resisters were eligible for special education. Challenges related to implementation are discussed.
As new federal mandates require that schools help every child make progress, it’s more important ... more As new federal mandates require that schools help every child make progress, it’s more important than ever for teachers to collect data regularly, make data-based instructional decisions, and monitor student progress toward goals. This is the practical, teacher-friendly guide you need to harness the power of progress monitoring (PM) and uncover what is and isn’t working in your classroom.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org, 2018
Relying on external supports to shape the behaviors of students with emotional/behavioral disorde... more Relying on external supports to shape the behaviors of students with emotional/behavioral disorders (EBD) is risky as these classroom supports may not generalize to internal strategies that students can use independently in the community. Two special educators approached building self-determination skills in their students with EBD from different perspectives: applied behavior analysis and sensorimotor regulation. Despite different approaches, each teacher employed consistency of language, explicit instruction, and empowering students to engage in self-management. The teachers observed that after students learned to self-manage, they did so with increasing success, resulting in fewer incidences of antisocial or unproductive behavior. The strategies each teacher used are described, emphasizing practices that both used so that other special educators may follow their examples.
School counselors must be knowledgeable about the distinctive needs of students with specific lea... more School counselors must be knowledgeable about the distinctive needs of students with specific learning disabilities in order to meet the mandate to provide equitable services to all students as part of their comprehensive school counseling program. The training of school counselors renders a valuable part of the educational team working to promote optimal outcomes for this population. This article provides an overview of specific learning disabilities, and an outline of the unique needs of students eligible for Individuals with Disabilities Education Act (IDEA) services. Critical issues in the domains of academic, career, and social-emotional development are addressed, as well as strategies to assist students.
This study documents the implementation of research-based strategies to minimize the occurrence o... more This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student progress and skill acquisition; (b) instruction was characterized by high intensity through the use of groups with a low student–teacher ratio; and (c) an explicit instructional approach was used for children who lacked phonemic awareness or an understanding of the alphabetic principle. Furthermore, teachers were supported in working collaboratively with one another and were provided with ongoing support from a literacy coach. Ninety percent of participants met or exceeded grade-level expectations by the end of the year, and 75% of treatment resisters were eligible for special education. Challenges related to implementation are discussed.
Relying on external supports to shape the behaviors of students with emotional/behavioral disorde... more Relying on external supports to shape the behaviors of students with emotional/behavioral disorders (EBD) is risky as these classroom supports may not generalize to internal strategies that students can use independently in the community. Two special educators approached building self-determination skills in their students with EBD from different perspectives: applied behavior analysis and sensorimotor regulation. Despite different approaches, each teacher employed consistency of language, explicit instruction, and empowering students to engage in self-management. The teachers observed that after students learned to self-manage, they did so with increasing success, resulting in fewer incidences of antisocial or unproductive behavior. The strategies each teacher used are described, emphasizing practices that both used so that other special educators may follow their examples.
Although early reading instruction focuses on phonemic awareness and the alphabetic principle, re... more Although early reading instruction focuses on phonemic awareness and the alphabetic principle, research indicates that reading comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasiexperimental designs and included children between the ages of five and nine, some of whom had disabilities or were determined to be at-risk for academic failure, were examined. Five categories of reading comprehension strategies (peer learning, self-questioning, story grammar and text structure, story mapping and graphic organizers, and vocabulary development) that have increased the reading comprehension abilities of young students were identified and discussed. Students appeared to be most successful when two or more strategies were combined. Instructional choices teachers might make in light of the current research are discussed.
This study documents the implementation of research-based strategies to minimize the occurrence o... more This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student progress and skill acquisition; (b) instruction was characterized by high intensity through the use of groups with a low student–teacher ratio; and (c) an explicit instructional approach was used for children who lacked phonemic awareness or an understanding of the alphabetic principle. Furthermore, teachers were supported in working collaboratively with one another and were provided with ongoing support from a literacy coach. Ninety percent of participants met or exceeded grade-level expectations by the end of the year, and 75% of treatment resisters were eligible for special education. Challenges related to implementation are discussed.
As new federal mandates require that schools help every child make progress, it’s more important ... more As new federal mandates require that schools help every child make progress, it’s more important than ever for teachers to collect data regularly, make data-based instructional decisions, and monitor student progress toward goals. This is the practical, teacher-friendly guide you need to harness the power of progress monitoring (PM) and uncover what is and isn’t working in your classroom.
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Papers by Jennifer Mahdavi
building self-determination skills in their students with EBD from different perspectives: applied behavior analysis and sensorimotor regulation. Despite different approaches, each teacher employed consistency of language, explicit instruction, and empowering students to engage in self-management. The teachers observed that after students learned to self-manage, they did so with increasing success, resulting in fewer incidences of antisocial or unproductive behavior. The strategies each teacher used are described, emphasizing practices that both used so that other special educators may follow their examples.
comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasiexperimental
designs and included children between the ages of five and nine, some of whom had disabilities or were determined to be
at-risk for academic failure, were examined. Five categories of reading comprehension strategies (peer learning, self-questioning, story
grammar and text structure, story mapping and graphic organizers, and vocabulary development) that have increased the reading
comprehension abilities of young students were identified and discussed. Students appeared to be most successful when two or more
strategies were combined. Instructional choices teachers might make in light of the current research are discussed.
a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student
progress and skill acquisition; (b) instruction was characterized by high intensity through the use of groups with a low
student–teacher ratio; and (c) an explicit instructional approach was used for children who lacked phonemic awareness or
an understanding of the alphabetic principle. Furthermore, teachers were supported in working collaboratively with one
another and were provided with ongoing support from a literacy coach. Ninety percent of participants met or exceeded
grade-level expectations by the end of the year, and 75% of treatment resisters were eligible for special education. Challenges
related to implementation are discussed.
Book by Jennifer Mahdavi
building self-determination skills in their students with EBD from different perspectives: applied behavior analysis and sensorimotor regulation. Despite different approaches, each teacher employed consistency of language, explicit instruction, and empowering students to engage in self-management. The teachers observed that after students learned to self-manage, they did so with increasing success, resulting in fewer incidences of antisocial or unproductive behavior. The strategies each teacher used are described, emphasizing practices that both used so that other special educators may follow their examples.
comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasiexperimental
designs and included children between the ages of five and nine, some of whom had disabilities or were determined to be
at-risk for academic failure, were examined. Five categories of reading comprehension strategies (peer learning, self-questioning, story
grammar and text structure, story mapping and graphic organizers, and vocabulary development) that have increased the reading
comprehension abilities of young students were identified and discussed. Students appeared to be most successful when two or more
strategies were combined. Instructional choices teachers might make in light of the current research are discussed.
a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student
progress and skill acquisition; (b) instruction was characterized by high intensity through the use of groups with a low
student–teacher ratio; and (c) an explicit instructional approach was used for children who lacked phonemic awareness or
an understanding of the alphabetic principle. Furthermore, teachers were supported in working collaboratively with one
another and were provided with ongoing support from a literacy coach. Ninety percent of participants met or exceeded
grade-level expectations by the end of the year, and 75% of treatment resisters were eligible for special education. Challenges
related to implementation are discussed.