NICHCY: National Dissemination Center for Children with Disabilitites

Johnstone, C. J.; Altman, J.; Thurlow, M. L.; Thompson, S. J.

The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness, threats to test validity, and score comparability. This report summarizes 49 empirical research studies completed on test accommodations between 2002 and 2004, and provides direction in the design of critically needed future research on accommodations.The report summarizes an analysis of research on the effects of accommodations use on the large-scale test scores of students with disabilities.

National Center on Educational Outcomes (NCEO)

Zenisky, April L.;  Sireci, Stephen G.

A report summarizing test accommodations research published from 2005-2006, covering 32 published research studies. It identifies promising directions in research and provides suggestions for future studies.

National Center on Educational Outcomes (NCEO)

Thurlow, Martha L.; Durán, Richard P.; Kato, Kentaro; Albus, Deb

This report is a first look at the before- and after-school care, programs, and activities of language minority children based on the National Household Education Survey: 2001. It describes the characteristics of the children and their before- and after-school care, programs, and activities, and also examines the relationship of some of these to school grades and school problems, two important outcome variables. The report also looks for the first time at the group of language minority children who also have disabilities. It is the intention of this report to provide information from a large-scale study on the important growing population of language minority children, to both assist in the understanding of their current before- and after-school experiences, and to pave the way for additional research.

National Center on Educational Outcomes (NCEO)

Dunst, C.J., Trivette, C.M.

CELLnotes are one- to two-page summaries of the findings from practice-based research syntheses. These summaries, written in a user-friendly format, are designed specifically for practitioners and parents. This Cellnotes summarizes findings reported in Trivette, C. M., & Dunst, C. J. ( 2007). Relative effectiveness of dialogic, interactive, and shared reading interventions, Cellreviews 1(2), 1-12.

Center for Early Literacy Learning (CELL)

Masiello, T. L.

CELLnotes are one- to two-page summaries of the findings from practice-based research syntheses. These summaries, written in a user-friendly format, are designed specifically for practitioners and parents. This Cellnotes summarizes findings reported in Robyak, A., Masiello, T., Trivette, C. M., Roper, N., & Dunst, C. J. ( 2007). Mapping the contemporary landscape of early literacy learning, Cellreviews 1(1), 1-11.

Center for Early Literacy Learning (CELL)

Cobb, Brian; Sample, Pat; Alwell, Morgen; Johns, Nikole

This report is part of an effort to identify and synthesize research examining effective practices in dropout prevention for students with disabilities. It was developed by the National Dropout Prevention Center for Students with Disabilities (NDPC-SD), in partnership with the What Works in Transition Systematic Review Project at Colorado State University. It is a systematic review summarizing scientifically-based research studies produced in the past two decades from three distinct perspectives: (a) cognitive-behavioral interventions, (b) dropout or dropout-related outcomes, and (c) samples of secondary-aged youth with disabilities. It explores the relationship between cognitive-behavioral interventions/therapies and dropout outcomes and violent verbal or physical aggression for secondary-aged youth with disabilities. The findings strongly support the efficacy of cognitive-behavioral interventions across educational environments, disability types, ages, and gender in the reduction of dropout and correlates of dropout. A series of more detailed implications for practice are suggested, as well as instructions on how to locate implementation strategies for these interventions in secondary schools.

National Dropout Prevention Center for Students with Disabilities (NDPC-SD)

Luke, Stephen; Schwartz, Amanda

NICHCY's online Evidence for Education explores evidence-based educational practices. Each issue includes an easy-to-read review of educational research relating to specific academic or behavioral interventions, practical examples of the module topic, and connections to more detailed resources to assist in moving the research into practice.

 

This issue addresses questions on appropriate accommodations and their affect on learning and test performance, and other similar questions while exploring the research base in this area.

National Dissemination Center for Children with Disabilities (NICHCY)

Steedly, Kathlyn; Dragoo, Kyrie; Arafeh, Sousan; Luke, Stephen

NICHCY's online Evidence for Education explores evidence-based educational practices. Each issue includes an easy-to-read review of educational research relating to specific academic or behavioral interventions, practical examples of the module topic, and connections to more detailed resources to assist in moving the research into practice.

The Effective Mathematics Instruction issue addresses the questions:

1) what do students need to know how to do, mathematically?

2) what instructional approaches are effective in teaching those skills? and,

3) what do we do when disability affects a student's ability to learn math skills?

Kathlyn M. Steedly, Ph.D., Amanda Schwartz, Ph.D., Michael Levin, M.A., & Stephen D. Luke, Ed.D.

This publication will first clarify what is meant by social skills then explore their impact on behavior and academics. Then it looks at what the research has to say about social skills interventions and programs for children with disabilities. This Evidence for Education wraps up with examples of interventions that can be applied in both classroom and home settings.

National Dissemination Center for Children with Disabilities (NICHCY)

Luke, Stephen

NICHCY's online Evidence for Education explores evidence-based educational practices. Each issue includes an easy-to-read review of educational research relating to specific academic or behavioral interventions, practical examples of the module topic, and connections to more detailed resources to assist in moving the research into practice.

 

Strategy Instruction is a powerful student-centered approach to teaching that is backed by years of quality research. This issue presents a brief overview of the foundations of strategy instruction followed by a number of well-researched examples of strategy instruction in practice.

National Dissemination Center for Children with Disabilities (NICHCY)