Research-Based Practices in Special Education
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Research-based Practices in Special Education, 1e is an authoritative collection of the best techniques known to work for students with disabilities.A volume unlike any other, it helps practitioners, teacher-educators, and policymakers combat the gap between research and practice by gathering the most meaningful findings in a single source. Written by leading authorities, chapters offer a consistent format that include definition of strategy, theoretical underpinnings, description, fidelity checklist, and research-based summaries. Sections cover a range of special education issues including academic outcomes, behavior outcomes, assessment techniques, and special populations.
Introduction to Research-based Practices in Special Education (Bryan G. Cook & Melody Tankersley)
Section 1: Research-based Strategies for Improving Outcomes in Academics (edited by David J. Chard)
1 Strategies for Improving Student Outcomes in Emergent Reading: Advances in the Field of Early Literacy Instruction (Jill Allor & Stephanie Al Otaiba)
2. Strategies for Improving Students’ Reading Fluency (Beth Harn & David Chard)
3. Using Collaborative Strategic Reading to Improve Reading Comprehension (Alison Boardman, Elizabeth Swanson, Janette Klingner, & Sharon Vaughn)
4. Vocabulary Instruction for Students with or At Risk for Learning Disabilities: Promising Approaches for Learning Words from Texts (Joanne Carlisle, Christine Kenney, & Anita Vereb)
5. Instructional Practices for Improving Student Outcomes in Solving Arithmetic Combinations (Diane Pedrotty Bryant, Brian R. Bryant, Jacob L. Williams, Sun A. Kim, & Mikyung Shin)
6. Strategies forImproving Student Outcomes in Mathematics’ Reasoning (Asha Jitendra & Marjorie Montague)
7. Strategies for Improving Student Outcomes in Written Expression (Linda Mason, Karen Harris, & Steve Graham)
8. Strategies for Improving Content Area Outcomes (B. Keith Lenz & Janis Bulgren)
9. Strategies for Improving Student Outcomes in Co-Taught General Education Classrooms (Naomi Zigmond, Kathleen Magiera, Rhea Simmons, & Victoria Volonino)
Section 2: Research-based Strategies for Improving Outcomes in Behavior (edited by Kathleen Lynne Lane)
10. Positive Behavior Support: A Framework for Preventing and Responding to Learning and Behavior Problems (Kathleen Lynne Lane, Holly Mariah Menzies, Wendy P. Oakes, & Jemma Robertson Kalberg)
11. Strategies to Prevent Problem Behavior (Kristine Jolivette, Peter Alter, Terrance M. Scott, Nikki L. Josephs, & Nicole C. Swoszowski)
12. Students with Disabilities and Academic Engagement: Classroom-based Interventions (Kevin S. Sutherland & Stephen A. Wright)
13. Strategies to Improve Compliance (Carol Ann Davis & Annie McLaughlin)
14. Strategies to Address Internalizing Behavior Problems (Lee Kern, Alexandra Hilt-Panahon, & Anuja Divatia Mukherjee)
15. Strategies for Decreasing Aggressive, Coercive, Behavior: A Call for Preventive Efforts (Kathleen Lynne Lane, Hill Walker, Mary Crnobori, Regina Oliver, Allison Bruhn, & Wendy P. Oakes)
16. Research-based Practices for Social Behavior: Social Skills Training, Replacement Behavior Training, and Positive Peer Reporting (Frank M. Gresham, Lisa Libster, & Keri Menesses)
Section 3: Research-based Approaches for Assessment (edited by John Wills Lloyd & Timothy J. Landrum)
17. School-wide Prevention of Academic and Behavioral Difficulties (Matthew Burns & Sara Scholin)
18. Data-Based Decision-Making in Academics Using Curriculum-Based Measurement (Erica Lembke, David Hampton, & Elise Hendricker)
19. Best Practices in Assessment for Eligibility-Identification (Berttram Chiang, Suzanne Russ, & Stacey Skoning)
20. Parental Participation in Assessment and IEP Development (Katharine G. Shepherd, Michael F. Giangreco, & Bryan G. Cook)
21. Individualized Education Plans: Legal Requirements and Research Findings (Christine A. Christle & Mitchell L. Yell)
22. Using Assessments to Determine the Least Restrictive Environment for Students with Disabilities (Rick Brigham & Jean Crockett)
23. Curriculum-based Assessment (John Venn)
24. Accommodations and Modifications for Assessment (Martha Thurlow, Sheryl Lazarus, & Laurene Christensen)
Section 4: Research-based Strategies for Improving Outcomes for Targeted Groups of Learners (edited by Robin A. McWilliam)
25. Research-based Practices in Early Childhood Special Education (Mary Jo Noonan & Patricia Sheehey)
26. Teaching Students with High Incidence Disabilities (Tom Scruggs & Margo Mastropieri)
27. Teaching Individuals with Severe Intellectual Disability: Effective Instructional Practices (Susan R. Copeland & Kay Osborn)
28. Effective Reading Interventions for English Language Learners (Kathleen King, Alfredo Artiles, & Amanda Sullivan)
29. Teaching Students with Language Disorders (Laura Justice, Sandra Gillam, & Anita McGinty)
30. Teaching Students with Autism Spectrum Disorders (Rose Iovannone)
31. Effective Practices for Promoting Literacy with Individuals who have Physical Disabilities (Mari Beth Coleman & Kathryn Wolff Heller)
32. Teaching Students who have Sensory Disabilities (Deborah Chen, Rachel Friedman Narr, & Diane P. Wormsley)
33. Teaching for Transition to Adulthood (David W. Test, Kelly R. Kelley, & Dawn A. Rowe)
- Leading authorities author each chapter and translate their extensive experience and research findings in ways that are accessible to researchers and practitioners.
- Consistent chapter format reviews effective practices byconveying definition, theoretical underpinnings, description, fidelity checklist, and research-based summary.
- Research-based strategies show how to improve academic outcomes such as:
- Emergent Reading
- Reading Fluency
- Reading Comprehension
- Arithmetic Combinations
- Mathematics' Reasoning
- Written Expression and more!
- Research-based strategies show how to improve behavioral outcomes such as:
- Positive Behavior Support
- Preventing Problem Behavior
- Improving Compliance
- Decreasing Aggressive, Coercive Behavior
- Approaches for assessment address multiple techniques including:
- Data-Based Decision-Making
- Parental Participation and IEP Development
- Using Assessments to Determine the Least Restrictive Environment for Students with Disabilities
- Accommodations and Modifications for Assessment
- Research-based strategies show how to improve the outcomes of special populations such as:
- Early Childhood Special Education
- Students with High Incidence Disabilities
- Reading Interventions for English Language Learners
- Language Disorders
- Autism Spectrum Disorders
- Sensory Disabilities and more!
Bryan G. Cook is presently a Professor in the Department of Special Education at the University of Hawaii at Manoa. He earned his PhD in special education at the University of California at Santa Barbara. Dr. Cook and his colleagues have guest edited a number of special issues of journals on topics related to research-based practices in recent years, including of a 2003 special issue of Journal of Special Education, a 2008 special issue of Intervention in School and Clinic, a 2009 special issue of Exceptional Children, and a 2010 special issue of Intervention in School and Clinic. Dr. Cook is currently the chair of the Council for Exceptional Children’s Workgroup on Evidence-based Practices and President of the Council for Exceptional Children’s Division for Research, as well as Associate Editor of the journal Remedial and Special Education. He is the recipient of the Council for Exceptional Children’s Division for Research 2007 Distinguished Early Career Research Award and the 2008 James M. Kauffman Publication Award (with Melody Tankersley).
Rumrill, P. D., & Cook, B. G., & Wiley, A. (Eds.) (2011). Research in special education: Designs, methods and applications (2nd ed.). Springfield, IL: Charles C. Thomas.
Cook, B. G., & Schirmer, B. R. (Eds.). (2006). What is special about special education: The role of evidence-based practices. Austin, TX: PRO-ED.
Rumrill, P. D., & Cook, B. G. (Eds.) (2001). Research in special education: Designs, methods and applications. Springfield, IL: Charles C. Thomas.
Melody Tankersley, PhD, is a professor of special education at Kent State University. After earning her doctorate degree from the University of Virginia, she was awarded a post-doctoral fellowship at Juniper Gardens Children’s Project, a program affiliated with the University of Kansas. Prior to beginning her graduate studies, Dr. Tankersley taught students with emotional and behavioral disorders, a population of students who continue to be the focus of her instructional and scholarly endeavors. Dr. Tankersley focuses her scholarship on issues related to identifying and using evidence-based practices, academic and behavioral interventions, the prevention of emotional and behavioral disorders, and parent interventions. Dr. Tankersley and her colleague from the University of Hawaii, Dr. Bryan Cook, were recently awarded the James M. Kauffman Publication Award, presented by the University of Virginia’s Curry School of Education for a scholarly work that results in knowledge leading to exemplary special education practices.