This item is not a blog post as such but comprises a listing of, and a link to, a series of short one page reports on topics of interest (often
controversial) in special education, known as the MUSEC Briefings, written by
members of Macquarie University Special Education Centre (MUSEC).
The titles of the MUSEC Briefings (in
reverse date order ie most recent first) together with key
references are as follows
MUSEC Briefing 38
- Response Cards
References
§ Berrong, A. K., Schuster, J. W., MOrse, T. E., & COllins, B.
V. (2007). The effects of response cards on active participation and social
behaviour of students with moderate and severe disabilities. JOurnal of
Physical and Developmental Disabilities, 19, 187-199. dpi
10.1007/s10882-007-9047-7
§ Gardner, R., Heward, W. L., & Grossi, T. A. (1994). Effects of
response cards on student participation and academic achievement: A systematic
replication with inner-city students during whole-class science instruction.
Journal of Applied Behavior Analysis, 27, 63-71.
§ Munro, D. W., & Stephenson, J. (2009). The effect of response
cards on student and teacher behaviour during vocabulary instruction. Jounral
of Applied Behavior Analysis, 42, 795-800.
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MUSEC Briefing 37 - Cogmed
References
§ Apter, B. (2013). Improving working memory. Educational Psychology in
Practice, 29(1), 96-97.
§ Chacko, A., Bedard, A.C., Marks, D.J., Feirsen, N., Uderman, J.Z.,
Chimiklis, A., Rajwan, E., Cornwell, M., Anderson, L., Zwilling, A. &
Ramon, M. (2013). A randomized clinical trial of Cogmed Working Memory Training
in school-age children with ADHD: A replication in a diverse sample using a
control condition. Journal of
Child Psychology and Psychiatry, 42(6),
769-783.
§ Diamond, A. (2012). Activities and programs that improve
children's executive functions Current
Directions in Psychological Science, 21, 335-341.
§ Egeland, J., Aarlien, A. K., & Saunes, B. (2013). Few effects
of far transfer of working memory training in ADHD: A randomized controlled
trial. PloS One, 8(10),
1-9.
§ Gibson, B. S., Gondoli, D. M., Kronenberger, W. G., Johnson, A.
C., Steeger, C. M., & Morrissey, R. A. (2013). Exploration of an adaptive
training regimen that can target the secondary memory component of working
memory capacity. Memory
& Cognition, 41(5), 726-737.
§ Gray, S.A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb,
H., Kronitz, R., Hockenberry, M. & Tannock, R. (2012). Effects of a
computerized working memory training program on working memory, attention, and
academics in adolescents with severe LD and comorbid ADHD: a randomized
controlled trial. Journal of
Child Psychology and Psychiatry, 53, 1277-1284.
§ Holmes, J., & Gathercole, S.E. (2013). Taking working memory
training from the laboratory into schools. Educational
Psychology. Online May 10
§ Karin I. E. & Dahlin, K.I.E. (2010). Effects of working memory
training on reading in children with special needs. Reading and Writing, 24,
479-491.
§ Kasper, L.J., Alderson, R.M., & Hudec, K.L. (2012). Moderators
of working memory deficits in children with attention-deficit/hyperactivity
disorder (ADHD): A meta-analytic review. Clinical
Psychology Review, 32(7), 605-617.
§ Melby-Lervåg, M., & Hulme, C. (2013). Is working memory
training effective? A meta-analytic review. Developmental
Psychology, 49(2), 270-291.
§ Morrison, A.B., & Chein, J.M. (2011). Does working memory
training work? The promise and challenges of enhancing cognition by training
working memory. Psychonomic
Bulletin & Review, 18(1), 46-60.
§ Papp, K.V., & Snyder, P.J. (2012). Editorial to accompany -
Training the brain: Fact and fad in cognitive and behavioral remediation.Brain
and Cognition, 79(2), 158.
§ Pascoe, L., Roberts, G., Doyle, L. W., Lee, K. J., Thompson, D.
K., Seal, M. L., Josev, E.K., Nosarti, C., Gathercole, S., & Anderson, P.
J. (2013). Preventing academic difficulties in preterm children: a randomised
controlled trial of an adaptive working memory training intervention - IMPRINT
study. BMC Pediatrics, 13, 144-156.
§ Rabipour, S., & Raz, A. (2012). Training the brain: Fact and
fad in cognitive and behavioral remediation. Brain
and Cognition, 79(2), 159-179.
§ Redick, T.S., Shipstead, Z., Harrison, T.L., Hicks, K.L. Fried,
D.E., Hambrick, D.Z., Kane, M.J., & Engle, R.W. (2013). No evidence of
intelligence improvement after working memory training: A randomized,
placebo-controlled study. Journal
of Experimental Psychology, 142(2), 359-379.
§ Riccio C.A., & Gomes H. (2013). Interventions for executive
function deficits in children and adolescents. Applied Neuropsychology: Child, 2(2),
133-140.
§ Shipstead, Z., Hicks, K.L., & Engle, R.W. (2012). Cogmed
working memory training: Does the evidence support the claims? Journal of Applied Research in
Memory and Cognition, 1(3), 185-193.
§ Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is
working memory training effective? Psychological
Bulletin, 138(4), 628-654.
§ Takeuchi, H., Taki, Y., & Kawashima, R. (2010). Effects of
working memory training on cognitive functions and neural systems.Reviews
in the Neurosciences, 21(6), 427-49.
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MUSEC Briefing 36 -
Interactive Metronome Training
References
§ Taub, G,E; McGrew, K, S & Keith, T, Z. ( 2007). Improvements
in interval time tracking and effects on reading achievement.Psychology in
Schools, 44, 849-863.
MUSEC Briefing 35 -
Mnemonics
References
§ Scruggs, T.E., Mastropieri, M.A., Berkeley, S.L., & Marshak,
L. (2010). Mnemonic strategies: Evidence-based practice and practice-based
evidence. Intervention in
School and Clinic, 46, 79 - 86. doi:10.1177/1053451210374985
§ Wolgemoth, J.R., Cobb, R.B., & Alwell, M. (2008). The effects
of mnemonic interventions on academic outcomes for youth with disabilities: A
systematic review. Learning
Disabilities Research, 23, 1-10.
MUSEC Briefing 34 - Using Scripts to Teach Conversation
Skills to Students with Autism Spectrum Disorders
References
§ Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001).
Teaching children with autism to engage in conversational exchanges: Script
fading with embedded textual stimuli. Journal
of Applied Behavior Analysis, 34, 81-‐84. doi:
10.1901/jaba.2001.34-‐81
§ Wichnick, A. M., Vener, S. M., Pyrtek, M., & Poulson, C. L.
(2010). The effect of a script-‐ fading procedure on
responses to peer initiations among young children with autism. Research in Autism Spectrum
Disorders, 4, 290-‐299. doi: 10.1016/j.rasd.2009.09.016
_____________________________________________________________________
MUSEC Briefing 33 -
Behavioural Optometry
References
§ American Academy of Pediatrics (2011).
Joint technical report - Learning disabilities, dyslexia, and vision.
Pediatrics, 127, e818-e856. Retrieved from
http://pediatrics.aappublications.org/content/127/3/e818
§ Barrett, B.T. (2009). A critical
evaluation of the evidence supporting the practice of behavioural vision
therapy. Ophthalmic and Physiological Optics,29, 4-25
MUSEC Briefing 32 -
The Tomatis Method as a Treatment for Autism
References
§ Corbett, B. A., Shickman, K., &
Ferrer, E. (2008). Brief report: The effects of Tomatis sound therapy on
language in children with autism. Journal of Autism and other
Developmental Disorders, 38, 562-¿566. doi: 10.1007/s10803-¿007-¿ 0413-¿1.
§ Dawson, G., & Watling, R. (2000).
Interventions to facilitate auditory, visual and motor integration in autism: A
review of the evidence. Journal of Autism and other Developmental
Disorders, 30, 415-¿421.
§ Sinha, Y., Silove, N., Wheeler, D.,
& Williams, K. (updated May 30, 2007). Auditory integration training and
other sound therapies for autism spectrum disorders. [Cochrane Review].
In: Cochrane Database of Systematic Reviews, 2009 (1). Available
from The Cochrane Library, Wiley Interscience.
doi:10.1002/14651858.CD003681.pub2.
MUSEC Briefing 31 -
Visual Activity Schedules
References
§ Allday, R.A. (2008). Using visual
strategies to improve classroom success for students with autism. Special
Education Perspectives, 17, 94-109.
§ Banda, D.R., Grimmett, E., & Hart,
S. L. (2009). Helping students with autism spectrum disorders in general
education classrooms manage transition issues. Teaching Exceptional
Children, 41 (4) 16-21.
MUSEC Briefing 30 -
Learning Styles
References
§ Coffield, F., Moseley, D., Hall, E.,
& Ecclestone, K. (2004) Learning styles and pedagogy in post-16
learning. A systematic and critical review. London: Learning and
Skills Research Centre.
§ Hattie, J. (2009). Visible
learning: A synthesis of over 800 meta-analyses relating to achievement. London:
Routledge. (pp. 195-197)
§ Kavale, K., & Forness, S. (1987).
Substance over style: Assessing the efficacy of modality testing and
teaching. Exceptional Children, 54, 228-239.
§ Landrum, T.J., &McDuffie, K. A.
(2010). Learning styles in the age of differentiated instruction. Exceptionality,
18, 6-17.
§ Pashler, H., McDaniel, M., Rohrer, D.,
& Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological
Science in the Public Interest, 9, 105-119.
MUSEC Briefing 29 -
Functional Communication Training
References
§ Durand, V. M., & Carr, E. G.
(1992). An analysis of maintenance following functional communication training.
Journal of Applied Behavior Analysis, 25(4), 777-794. doi:10.1901/jaba.1992.25-777
§ Mirenda, P. (1997). Supporting
individuals with challenging behavior through functional communication training
and AAC: Research review. Augmentative and Alternative Communication, 13(4),
207-225. doi:10.1080/07434619712331278048
§ Wacker, D. P., Berg, W. K., Harding, J.
W., Barretto, A., Rankin, B., & Ganzer, J. (2005). Treatment effectiveness,
stimulus generalization, and acceptability to parents of functional
communication training. Educational Psychology, 25(2), 233-256. doi:10.1080/0144341042000301184
MUSEC Briefing 28 -
Fast ForWord Language
References
§ Borman, G.D., Benson, J.G., &
Overman, L. (2009). A randomized field trial of the Fast ForWord language
computer-based training program. Educational Evaluation and Policy Analysis,
31, 82-106.
§ Cohen, W., Hodson, A., O'Hare, A.,
Boyle, J., Durrani, T., McCartney, E., Mattey, M., Naftalin, L., & Watson,
J. (2005). Effects of computer-based intervention through acoustically modified
speech (Fast ForWord) in severe mixed receptive-expressive language impairment:
Outcomes from a randomized controlled trial. Journal of Speech, Language and
Hearing Research, 48, 715-729.
§ Gillam, R.B., Loeb, D.F., Hoffman,
L.M., Bohman, T., Champlin, C.A., Thibodeau, L., Widen, J., Brandel, J., &
Friel-Patti, S. (2008). The efficacy of Fast ForWord language intervention in
school-age children with language impairment: A randomized controlled trial.
Journal
of Speech, Language, and Hearing Research, 51, 97-119.
of Speech, Language, and Hearing Research, 51, 97-119.
§ Given, B.K., Wasserman, J.D., Chari,
S.A., Beattie, K., & Eden, G.F. (2008). A randomized, controlled study of
computer-based intervention in middle school struggling readers. Brain and
Language, 106, 83-97.
§ Pokorni, J.L., Worthington, C.K., &
Jamison, P.J. (2004). Phonological awareness intervention: Comparison of Fast
ForWord, Earobics, and LiPS. Journal of Educational Research, 97, 147-157.
§ Rouse, C.E., & Krueger, A.B.
(2004). Putting computerized instruction to the test: A randomized evaluation
of a 'scientifically based' reading program. Economics of Education Review, 23,
323-338.
§ Strong, G. K., Torgerson, C. J.,
Torgerson, D., & Hulme, C. (2010). A systematic meta-analytic review of
evidence for the effectiveness of the 'Fast ForWord' language intervention
program. Journal of Child Psychology and Psychiatry, 52, 224-235.
MUSEC Briefing
Issue 27: Schema-based Instruction for Mathematics Word Problem-solving
References
§ Jitendra, A. (2002). Teaching students
math problem-solving through graphic representations. TEACHING Exceptional
Children, 34 (4), 34-38.
§ Jitendra, A. (2007). Solving math word
problems: teaching students with leaning disabilities using schema-based
instruction, Austin, TX: Pro-Ed.
§ Jitendra, A. K., George, M. P., Sood,
S., & Price, K. (2010). Schema-based instruction: facilitating mathematical
word problem solving for students with emotional and behavioral disorders.
Preventing School Failure, 54, 145-151
MUSEC Briefing
Issue 26: Cellfield Program
References
§ The Efficacy of the Cellfield
Intervention for reading difficulties: An integrated computer-based approach
targeting deficits associated with dyslexia. Lee-Ann Prideaux, Kerry A. Marsh
and Dimitri Caplygin. (2005) Australian Journal of Learning
Difficulties. 10, 2, 51-62.
References
§ Kern, L., & Clemens, N. H.
(2008). Antecedent strategies to promote appropriate classroom behavior. Psychology
in the Schools, 44, 65-75.
§ Wannarka, R., & Ruhl, K. (2008).
Seating arrangements that promote positive academic and behavioural outcomes: a
review of empirical research. Support for Learning, 23, 89-93.
§ Wheldall, K., & Bradd, L. (2010).
Classroom seating arrangements and classroom behaviour. In K. Wheldall
(Ed.), Developments in educational psychology (second edition) (pp.
181-195). London: Routledge.
References
§ Beaman, R., & Wheldall, K. (2010).
Teachers' use of approval and disapproval in the classroom. In K. Wheldall
(Ed.), Developments in educational psychology (second edition) (pp.
153-180). London: Routledge.
§ Gable, R. A., Hester, P. H., Rock, M.
L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and
reprimands revisited.Intervention in School and Clinic, 44, 195-205
§ Sutherland, K. S., Wehby, J. H., &
Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on
the on-task behavior of students with EBD. Journal of Emotional and
Behavioral Disorders, 8 (1), 2-8.
References
§ American Speech-Language-Hearing
Association. (2004). Auditory Integration Training [Technical
Report]. Available fromhttp://www.asha.org/policy/. doi:10.1044/policy.TR2004-00260
§ Crncec, R., Wilson, S. J. & Prior,
M. (2006). The cognitive and academic benefits of music to children. Educational
Psychology, 26, 579-594. Doi:10.1080/01443410500342542
§ Nwora, A. J. & Gee, B. M.
(2009). A case study of a five-year-old child with pervasive developmental
disorder-not otherwise specified using sound-based interventions. Occupational
Therapy International, 16, 25-43. Doi:10.1002/oti.263
References
§ American Academy of Ophthalmology.
(2009). Policy Statement: Learning Disabilities, Dyslexia and Vision. Retrieved
30th December 2009 from http://www.aao.org/about/policy/upload/Learning-Disabilities-Dyslexia-Vision-2009.pdf
§ Hyatt, K. J., Stephenson, J., &
Carter, M. (2009). A review of three controversial educational practices:
Perceptual motor programs, sensory integration and tinted lenses. Education and
Treatment of Children, 32, 313-342.
§ Kavale, K. A., & Mostert, M. P.
(2004). The positive side of special education: Minimizing its fads, fancies
and follies. Lanaham, MD: Scarercrow Education.
§ Parker, R. M. (1990). Power, control,
and validity in research, Journal of Learning Disabilities, 23,
613-620
References:
§ Department of Education, Science and
Training. (2005). Teaching reading. Canberra: Department of
Education, Science and Training.
§ National Institute of Child Health and
Human Development, NIH, DHHS. (2000). Report of the National Reading
Panel: Teaching children to read (00-4769). Washington, DC: U.S. Government
Printing Office.
§ Rose, J. (2006). Independent review
of the teaching of early reading: Final Report. London: Department for
Education and Skills.
References:
§ Preston, D. & Carter, M. (in
press). A review of the Efficacy of the Picture Exchange Communication System
intervention. Journal of Autism and Developmental Disorders, DOI
10.1007/s10803-009-0763-y.
§ Sulzer-Azaroff, B., Hoffman, A. O.,
Horton, C. B., Bondy, A., & Frost, L. (2009). The Picture Exchange
Communication System (PECS): What do the data say? Focus on Autism and
Other Developmental Disabilities, 24, 89-103.
References:
§ Arendt, R. E., MacLean, W. E., &
Baumeister, A. A. (1988). Critique of sensory integration therapy and its
application to mental retardation. American Journal on Mental
Retardation, 92, 401-411.
§ Hoehn, T. P., & Baumeister, A. A.
(1994). A critique of the application of sensory integration therapy to
children with learning disabilities. Journal of Learning Disabilities, 27,
338-350.
§ Leong, H. M., & Carter, M. (2008).
Research on the efficacy of sensory integration therapy: Past, present and
future. Australasian Journal of Special Education, 32,
83-99.
§ Devlin, S., Healy, O., Leader, G.,
& Reed, P. (2008). The analysis and treatment of problem behavior evoked by
auditory stimulation.Research in Autism Spectrum Disorders, 2,
671-680.
§ Devlin, S., Leader, G., & Healy, O.
(2009). Comparison of behavioral intervention and sensory-integration therapy
in the treatment of self-injurious behavior. Research in Autism
Spectrum Disorders, 3, 223-231.
§ Vargas, S., & Camilli, G. (1999). A
meta-analysis of research on sensory integration treatment. American
Journal of Occupational Therapy, 53, 189-198.
References:
§ Apps, M., & Carter, M. (2006). When
all is said and done, more is said than done: Research examining constructivist
instruction for students with special needs. Australian Journal of
Special Education, 31, 107-125.
§ Ellis, L. A. (2005). Balancing
approaches: revisiting the educational psychology research on teaching students
with learning difficulties. Australian Education Review (No. 48).
Camberwell: Australian Council for Educational Research. Can be accessed athttp://research.acer.edu.au/aer/6/
§ Hattie, J. (2009). Visible
learning: A synthesis of over 800 meta-analyses relating to achievement. London,
UK: Routledge.
§ Kirschner, P. A., Sweller, J., &
Clark, R. E. (2006). Why minimal guidance during instruction does not work: An
analysis of the failure of constructivist, discovery, problem-based,
experiential, and inquiry-based teaching. Educational Psychologist, 41,
75-86.
References:
§ Bender, W. N. & Shores, C. (Eds.).
(2007). Response to intervention: A practical guide for every teacher. Thousand
Oaks: Corwin Press.
§ Council for Exceptional Children
(2008). Responsiveness to intervention: A collection of articles from
Teaching Exceptional Children. Washington, DC: Council for Exceptional
Children.
§ Fuchs, L. S. & Fuchs, D. (2007). A
model for implementing responsiveness to intervention. Teaching
Exceptional Children, 39, 14-20.
§ US National Centre on Response to
Intervention http://www.rti4success.org
References:
§ Baranek, G. T. (2002). Efficacy of
sensory and motor interventions for children with autism. Journal of
Autism and Developmental Disorders, 32, 397-422.
§ Stephenson, J., & Carter, M.
(2009). The use of weighted vests with children with autism spectrum disorder
and other disabilities.Journal of Autism and Developmental Disorders,
39, 104-114.
References:
§ Kehle, T. J., Bray, M. A., &
Theodore, L. A. (2000). A multi-component intervention designed to reduce
disruptive classroom behavior. Psychology in the Schools, 37,
475-481.
§ Musser, E. H., Bray, M. A., Kehle, T.
J. & Jenson, W. R. (2001). Reducing disruptive behaviors in students with
serious emotional disturbance. School Psychology Review, 30,
294-304.
References:
§ Brabham, E. G., & Villaume, S. K.
(2002). Leveled text: The good news and the bad news. The Reading
Teacher, 55, 438-441.
§ Jamison, R., L, & Burton, W.
(2002). Matching texts and readers: Leveling early reading materials for
assessment and instruction.The Reading teacher, 55, 348-356.
§ Pearce, S., Wheldall, K., &
Madelaine, A. (2006). MULTILIT book levels: Towards a new system for levelling
texts. Special Education Perspectives, 15, 38-56.
References:
§ Ali, S., & Frederickson, N. (2006).
Investigating the evidence base of Social Stories. Educational
Psychology in Practice, 22, 355-377.
§ Reynhout, G., & Carter, M. (2006).
Social stories for children with disabilities. Journal of Autism &
Developmental Disorders, 36, 445-469.
§ Rust, J., & Smith, A. (2006). How
should the effectiveness of Social Stories to modify the behaviour of children
on the autism spectrum be tested? Autism, 10, 125-138.
§ Sansosti, F., Powell-Smith, K., &
Kincaid, D. (2004). A research synthesis of social story interventions for children
with autism spectrum disorders. Focus on Autism and Other Developmental
Disabilities, 19, 194-204.
References:
§ Reynolds, D., Nicolson, R. I., &
Hambly, H. (2003). An evaluation of an exercisebased treatment for children
with reading difficulties.Dyslexia, 9, 48-71
§ Snowling, M., & Hulme, C. (2003). A
critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an
effective treatment for children with reading difficulties - 'lies, damned lies
and (inappropriate) statistics', Dyslexia, 9, 127-133
§ White, S., Milne, E., Rosen, S.,
Hansen, P., Swettenham, J., Frith, U., & Ramus, F. (2006). The role of
sensorimotor impairments in dyslexia: A multiple case study of dyslexic
children. Developmental Science, 9, 237-269
References:
§ Alsop, G. (1997). Coping or
counselling: Families of intellectually gifted students. Roeper Review,
20(1), 28-. Retrieved November 11, 2005 from Expanded Academic ASAP database.
§ Copenhaver, R. W., & McIntyre, D.
J. (1992). Teachers' perceptions of gifted students. Roeper Review,
14, 151-153.
§ Davis, G. A., & Rimm, S. B.
(2004). Education of the gifted and talented (5th ed., pp.
32-44). Boston: Allyn and Bacon.
§ Gear, G. H. (1976). Accuracy of teacher
judgment in identifying intellectually gifted children: A review of the
literature. Gifted Child Quarterly, 20, 478-489.
§ Jacobs, J. C. (1971). Effectiveness of
teacher and parent identification of gifted as a function of school
level. Psychology in the Schools, 8, 140-142.
§ Plunkett, M. (2000). Impacting on
teacher attitudes toward gifted students. Australasian Journal of
Gifted Education, 9(2), 33-42.
§ Richert, E. S. (1997). Excellence with
equity in identification and programming. In N. Colangelo & G. A. Davis
(Eds.), Handbook of gifted education (pp. 75-88). Boston:
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References:
§ Jacobson, J. W., Foxx, R. M., &
Mulick, J. A. (2005). Controversial therapies for developmental disabilities;
Fad, fashion and science in professional practice. Mahwah, NJ: Lawrence
Erlbaum.
§ Jacobson, J. W., Mulick, J. A., &
Schwartz, A. A. (1995). A history of facilitated communication: Science,
Pseudoscience, and Antiscience: Science working group on facilitated
communication. American Psychologist, 50, 750-765.
§ Montee, B. B., Miltenberger, R. G.,
& Wittrock, D. (1995). An experimental analysis of facilitated
communication. Journal of Applied Behavior Analysis, 28, 189-200.
§ Shane, H. C. (1994). Facilitated
communication: The clinical and social phenomenon. San Diego, CA: Singular
Press.
References:
§ Giangreco, M. F., & Broer, S. M.
(2005). Questionable utilization of paraprofessionals in inclusive schools: Are
we addressing symptoms or causes? Focus on Autism and other Developmental
Disabilities, 20, 10-26.
§ Giangreco, M. F., Yuan, S., McKenzie,
B., Cameron, P., & Fialka, J. (2005). "Be careful what you wish
for..." Five reasons to be concerned about the assignment of individual
paraprofessionals. TEACHING Exceptional Children, 37(5), 28-34.
§ Giangreco, M. F., Edelman, S., Broder,
S. M., & Doyle, M. B. (2001). Paraprofessional support of students with
disabilities; Literature from the last decade. Exceptional Children, 68, 45-63.
References:
§ Carter, M., & Grunsell, J. (2001).
The behavior chain interruption strategy: A review of research and discussion
of future directions. Journal of The Association for Persons with
Severe Handicaps, 26, 37-49.
§ Grunsell, J., & Carter, M. (2002).
The behavior chain interruption strategy: Generalization to out-of-routine
contexts. Education and Training in Mental Retardation and
Developmental Disabilities, 37, 378-90.
§ Hunt, P., & Goetz, L. (1988).
Teaching spontaneous communication in natural settings using interrupted
behavior chains. Topics in Language Disorders, 9, 58-71.
§ Sigafoos, J., & Littlewood, R.
(1999). Communication intervention of the playground: A case study on teaching
requesting to a young child with autism. International Journal of
Disability, Development and Education, 46, 421-29.
References:
§ Odom, S. L., Brantlinger, E., Gersten,
R., Horner, R. H., Thompson, B., & Harris, K. (2005). Research in special
education: Scientific method and evidence-based practices. Exceptional
Children, 71, 137-148.
§ Greenwood, C. R. (2001). Science and
students with learning and behavior problems. Behavioral Disorders, 27,
37-52.
§ Stanovich, P. J., & Stanovich, K.
E. (2003). Using research and reason in education: How teachers can use
scientifically based research to make curricular and instructional decisions(pdf).
References:
§ Hammill, D. D. (2004). What we know
about correlates of reading. Exceptional Children, 70, 453-468.
§ Kavale, K., & Mattson, P. D. (1983).
"One jumped off the balance beam": Meta-analysis of perceptual-motor
training. Journal of Learning Disabilities, 16, 165-173.
§ Vaughn, S., & Linan-Thompson, S.
(2003). What is special about special education for students with learning
disabilities? Journal of Special Education, 37, 140-147.
References:
§ Deno, S. L. (1985). Curriculum-based
measurement: The emerging alternative. Exceptional Children, 52, 219-232.
§ Deno, S. L. (2003). Developments in
curriculum-based measurement. The Journal of Special Education, 37, 184-192.
§ Fuchs, L. S. (2004). The past, present,
and future of curriculum-based measurement research. School Psychology Review,
33, 188-192.
§ Madelaine, A., & Wheldall, K.
(1999). Curriculum-based measurement of reading: A critical review.
International Journal of Disability, Development and Education, 46, 71-85.
§ Madelaine, A., & Wheldall, K.
(2004). Curriculum-based measurement of reading: Recent Advances. International
Journal of Disability, Development and Education, 51, 57-82.
References (updated November 2010):
§ Reynolds, M., & Wheldall, K.
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