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Bringing Research to Bear on Practice: Effecting Evidence-Based Instruction for Students with Emotional or Behavioral Disorders

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References

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2003Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education210 cited
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1998Teaching Practices in Classrooms for Students with Emotional and Behavioral Disorders: Discrepancies between Recommendations and Observations175 cited

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1973

USE AND ANALYSIS OF THE “GOOD BEHAVIOR GAME” TO REDUCE DISRUPTIVE CLASSROOM BEHAVIOR1

175 cited

1995Close to the Classroom is Close to the Bone: Coaching as a Means to Translate Research into Classroom Practice166 cited

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2004Early Identification, Prevention, and Early Intervention with Young Children at Risk for Emotional or Behavioral Disorders: Issues, Trends, and a Call for Action126 cited
2010The Influence of Fidelity of Implementation on the Reading Outcomes of Middle School Students Experiencing Reading Difficulties79 cited
2010Job stressors and teacher job satisfaction in programs serving students with emotional and behavioral disorders76 cited
2010Modeling, Guided Instruction, and Application of UDL in a Rural Special Education Teacher Preparation Program46 cited
2009Bringing Evidence-Based Self-Directed Intervention Practices to the Trenches for Students With Emotional and Behavioral Disorders44 cited
2013An Examination of Social Validity Within Single-Case Research With Students With Emotional and Behavioral Disorders43 cited
2004The Impact of NCLB and the Reauthorization of IDEA on Academic Instruction of Students with Emotional or Behavioral Disorders42 cited
2007Teacher Perceptions of the Useability of Intervention Information from Personal versus Data-based Sources41 cited
2010Reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA, 2004): The peer-reviewed research requirement15 cited