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Full-Text Articles in Education
Reasoning & Proof In The Hs Common Core, Laurie O. Cavey
Reasoning & Proof In The Hs Common Core, Laurie O. Cavey
Laurie O. Cavey
No abstract provided.
Goal Setting And Rewards For Addressing Nonresponse To Empirical Intervention, Jeremy W. Ford
Goal Setting And Rewards For Addressing Nonresponse To Empirical Intervention, Jeremy W. Ford
Jeremy W. Ford
Reread-Adapt and Answer-Comprehend (RAAC) is an intervention targeting difficulties with reading fluency and comprehension. Previous research has demonstrated RAAC to be effective for students with and without disabilities. This study extended research using RAAC by using goal setting and rewards. Participants will learn how to use these strategies to implement less intrusive changes for when a student does not respond to an empirically-based intervention prior to more intrusive changes (e.g., duration, frequency, different intervention).
Cbms And Postsecondary Students With Developmental Disabilities: Examining Technical Adequacy, John L. Hosp, Jeremy W. Ford, Kiersten Hensley, Sally M. Huddle
Cbms And Postsecondary Students With Developmental Disabilities: Examining Technical Adequacy, John L. Hosp, Jeremy W. Ford, Kiersten Hensley, Sally M. Huddle
Jeremy W. Ford
For students with developmental disabilities (DD), postsecondary education opportunities are increasing and they require focused academic skill instruction. Tools for progress monitoring (e.g., Curriculum-Based Measurement; CBM) are needed however, research with CBM and students with DD is limited. Participants will be able to evaluate the technical adequacy of these instruments.