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Tiered systems may hold particular benefit for students with intensive intervention needs, as this continuum of supports is ideally comprised of evidence-based practices. In this chapter, we explore three intensive interventions: functional assessment-based interventions (FABI), First Step to Success, and Read 180 as they feature a range of practices and programs to meet students' academic, behavioral, and social needs. We define and describe each intervention, including information on essential features necessary for drawing valid inferences: treatment integrity, social validity, as well as student performance. We also provide examples of supporting evidence, featuring treatment-outcome studies documenting intervention effectiveness. We close with clarifications and considerations for meeting the multiple needs of students requiring intensive intervention efforts.

This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices.

In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms.

Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals.

Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts.

This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

Evidence-based practices have been shown to meaningfully improve learner outcomes by bodies of high-quality research studies and should therefore be prioritized for use in schools, especially with struggling learners such as students with learning disabilities. Although many resources are available on the internet with information about evidence-based practices, the magnitude and technical nature of the websites are often overwhelming to practitioners and are therefore not frequently used as part of the instructional decision-making process. In this chapter, we aim to provide a “one stop shopping experience” for readers interested in evidence-based practices for students with learning disabilities by reviewing five relevant website. Specifically, for each website we review (a) the procedures used to classify the evidence-based status of practices, (b) the classification scheme used to indicate the level of research support for practices, and (c) the practices reviewed for students with learning disabilities and their evidence-based classification. We conclude with a discussion of issues related to interpreting and applying information on evidence-based practices from these websites.

An extensive research base supports the positive effects of self-monitoring interventions on a number of student outcomes, both academic and behavioral. While the vast majority of this research base relied on traditional paper-and-pencil forms of self-monitoring, advances in technology have created significant opportunities to develop technology-based self-monitoring (TBSM) systems that may offer a number of benefits in terms of efficiency and data management, storing, and graphing. Technology-based self-management applications have evolved and been studied extensively in health-related fields, but research and development for such applications is only beginning in the field of education. In this chapter we (1) provide a brief overview of the literature on traditional forms of self-monitoring, (2) examine how educators and educational researchers may apply lessons learned about TBSM from the medical field, (3) summarize emerging literature on TBSM for students with or at risk for emotional/behavioral disorders in particular, and (4) offer suggestions for future research and development in TBSM.

WE open our new volume in circumstances of hope. The recent developments of the war give real encouragement to the expectation that a few more months of endurance may see if not the end of war, at least its prospect. For many work has been pursued recently in circumstances of difficulty and, occasionally, of danger, but we do not know of any library which has closed for any length of time because of enemy action. Those in the South of England have had anxious hours; for a few days book issues went down, and thus the experiences of the autumn of 1940 were repeated. Such fluctuations are not likely to be permanent or even long‐lasting. For librarians, as for all our people, there is now evidence that before the volume we begin today is complete, we may be able to give undivided attention to libraries.