Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and reproducible, has been proposed as one approach to increase

This article introduces a special series of registered reports in Remedial and Special Education. Registered reports are an innovative approach to publishing that aim to increase the credibility of research. Registered reports are provisionally accepted for publication before a study is conducted, based on the importance of the research questions and the rigor of the proposed methods. If provisionally

The current review examined the prevalence of the adapted alternating treatments design (AATD) across 22 special education journals and methods to equate and assign target sets to experimental conditions in the AATD. Since the seminal description of the design in 1985, a total of 49 articles were published using the AATD across 12 of the reviewed journals. The most prominent methods of equating target

Open-access (OA) options, including preprints and postprints, provide free access to research, accelerate the dissemination of academic work, are associated with increased impact of scholarly work, and may aid in dissemination of null results. However, OA publishing is not an established practice for many special education researchers, and journal and publishers’ policies regarding OA are not always

This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were

Peer-mediated interventions (PMIs) offer substantial academic and social benefits to adolescents served under the special education categories of intellectual disability, autism, and multiple disabilities (i.e., intellectual and developmental disabilities [IDD]). However, limited attention has focused on the impact of PMI on participating peers without disabilities. This systematic review identified

Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination

This article is an introduction to the special issue on universal social emotional interventions and students with or at risk for disabilities. A series of studies across development demonstrate that students with or at risk for disabilities benefit from universal intervention while they are in general education classrooms. A conceptual framework in which universal interventions are considered vital

Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility

Corrigendum to: “Taub, D., Apgar, J., Foster, M., Ryndak, D. L., Burdge, M. D., & Letson, S. (2020). Investigating the alignment between English Language Arts curricula developed for students with significant intellectual disability and the CCSS. Remedial and Special Education, 41(5), 284–295. https://doi.org/10.1177/0741932519843184”

Extended time to complete course examinations is the most commonly provided accommodation to students with disabilities in postsecondary institutions. However, there is a paucity of studies that examine the use and influence of extended time in true testing situations. The present study examined test accommodation used by 596 students with disabilities at a large research university. These students

This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing

In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of

This systematic review examines the social and emotional learning (SEL) intervention literature to address questions of whether and how students with disabilities are considered in studies of universal SEL interventions in middle and high schools. From the articles identified for initial review (n = 4,355), 166 met the inclusionary criteria. Among these, 19 studies explicitly mentioned including students

Communicating with peers often poses challenges for individuals with autism spectrum disorder (ASD); these social interactions, however, can be especially difficult during the teenage years. For many adolescents with ASD, peer interaction is often limited or nonexistent, even for those taught in general education settings. The purpose of this meta-analysis was to investigate social interaction interventions

Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest–posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess

A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes

Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits

This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students aged 14 to 18 years (MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education Program (IEP) or as having a disability. Students completed

Many educators are unprepared to meet the needs of students with the most intensive reading intervention needs. The purpose of this review was to identify how researchers have provided professional development (PD) to support educators’ implementation of intensive reading interventions, the extent to which these approaches included essential PD elements, and how researchers have measured implementer

Communication difficulties between immigrant families, who are non-native English speakers, and special education professionals lead to unsuccessful family–professional partnerships. Such difficulties are often attributed to families’ low English proficiency or to limited access to quality language services. Other sources of partnership issues are occasionally overlooked. Consequently, special education

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training

Mixed methods research is a robust and growing methodology in many fields, including education. We drew upon the influential work of Greene et al., Ivankova and Kawamura, and Alise and Teddlie to explore the landscape of published mixed methods research in special education. We conducted a systematic literature review of 15 top-ranked journals in special education from 2007 to July 2019. Specifically

Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators’ provision of effective instructional or behavior management

The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children (N = 529) completed measures of spelling, early word

Punishment-based procedures are used to reduce challenging behavior in both special education and applied behavior analytic practices. Although commonly effective, these interventions are associated with an increased level of risk, making their use controversial. However, no research has specifically analyzed the extent to which researchers comply with the ethical standards of the professional organizations

Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 third-grade students with and without mathematics difficulty (MD). Compared with students without MD, students with MD demonstrated higher rates of externalizing and internalizing behaviors. We then randomly assigned

The design, flexibility, and iterative nature that is inherent to Universal Design for Learning (UDL) makes it difficult to consistently measure. With federal policy encouraging the implementation of UDL, there is an increased need for practitioners to reliably measure the occurrence of UDL. The UDL Observation Measurement Tool (UDL-OMT) was developed to measure UDL implementation in classrooms. This

This special series of Remedial and Special Education features four articles about universal design for learning (UDL). One intervention study describes learning outcomes for middle school students with extensive support needs. These students receive schema-based instruction that is further developed, based on students’ characteristics, using the UDL guidelines. Another intervention study examines

A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult behaviors and systems. There is limited understanding

Youth in juvenile justice facilities may experience symptoms of mental health disorders and trauma at a higher rate than their normative peers. As a result, juvenile justice facilities have become de facto mental health agencies, resulting in an increased need to provide interventions that can meet the various needs of their residents. Embedding mental health and trauma-informed care into tiered facility-wide

Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with

A repeated acquisition (RA) design was used to compare the effectiveness of research-based instruction embedded in repeated storybook reading facilitated by an adult or tablet application (app) on ...

In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional facilities, both detention and long term, as well as state

The positive behavior interventions and supports (PBIS) framework is a well-researched framework used to teach, model, and reinforce positive behavior in schools across the country. Many residential and juvenile facilities have adopted the PBIS framework to fit a 24/7 delivery model spanning facility environments and activities (known as facility-wide PBIS [FW-PBIS]); this implementation is still in

Improvement of the services and supports provided to youth in juvenile correctional facilities is of the utmost importance to the habilitation and rehabilitation of this vulnerable and, often times, marginalized school-age population. Many of the youth served in these facilities have educational disabilities (e.g., emotional and behavioral disorders, specific learning disabilities, speech and language

This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus gr...

The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of change word problems related to personal finance (calculating the final price after leaving a tip or

This four-wave longitudinal study examined bidirectional associations among pupils’ social status (preference and popularity) and teacher–child relationship characteristics (quality, support, satis...

Youth with disabilities are overrepresented in the juvenile justice system, but few studies have investigated the mechanisms by which this occurs. In this study, we considered how juvenile court adjudication and length of commitment in secure facilities contributed to disproportionality in court involvement and detention, addressing an important gap in the intersection of disability and juvenile justice

School–university partnerships have served as possible solutions for many contemporary educational challenges. As centers for clinical practice, they are potential vehicles for the development and refinement of candidate use of high-leverage practices (HLPs). This article describes our institution’s efforts to utilize our framework for clinically rich preparation to infuse HLPs into programming for

Induction is designed to support teachers’ effectiveness, improve their students’ learning, and foster their retention. We consider how high-leverage practices (HLPs) might provide an instructional framework for special education teacher (SET) induction. With sensemaking theory as a conceptual foundation, we posit that, by structuring induction experiences and instructional conditions around HLPs,

Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article

In this article, we summarize more than a decade of work on high-leverage practices being used in the context of science teacher preparation. We describe the challenges and insights that ultimately resulted in more robust practices, a diversified suite of tools to support these practices, expanded knowledge of our own teacher education pedagogies, and stronger bonds between our preparation program

This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our l...

Professionals working with individuals at risk for, or with, disabilities are required by federal legislation to select, implement, and formatively and summatively evaluate the effectiveness of evi...

Simple sentence construction is a foundational writing skill that forms the building blocks of advanced writing. Many middle school students with disabilities struggle to consistently construct sim...

This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard

This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with read...

This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special

The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of

Although numerous studies have examined if students of color benefit from having a teacher of the same race/ethnicity, all attention has been paid to students without disabilities. We examine whether the same benefits hold for students with disabilities (SWDs). Using a nationally representative data set of kindergartners, we explored whether SWDs of color had different academic and social–emotional

This special issue of Remedial and Special Education is a collection of theoretical and empirical research addressing equity in the preparation of a diverse special education teaching force, with a focus on racial/ethnic diversity. The purpose of this special issue is to open a conversation about equity as it pertains to special education teachers, including both students’ equitable access to special

This piece is a commentary on the papers included in the special issue on the racial/ethnic diversity of the special education teacher workforce.

This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguis...

Comparison studies conducted to determine which instructional interventions are most efficient for teaching discrete behaviors to individuals with disabilities are potentially valuable, although so...

The Universal Design for Learning Reporting Criteria (UDL RC) were developed as an initiative of the UDL Implementation and Research Network (UDL-IRN) Research Committee. The UDL RC, available for free download on the UDL-IRN website, are a set of guidelines that support the design and dissemination of UDL research by presenting minimal criteria for reporting on UDL components of a practice or intervention

Empirical evidence suggests inattention and attention-deficit/hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. The purpose of this synthesis is to investigate reading studies for participants

The purpose of this literature review was to synthesize recent research (2009–2018) for teaching science to students with intellectual disability and intellectual disability/autism. Authors identified a total of 15 studies; of these, 12 were determined to be methodologically sound studies using the Council for Exceptional Children quality indicators. Based on the methodologically sound studies, authors