An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517751055
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517751054
A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517749940
Teacher Racial/Ethnic Diversity: Distribution of Special and General Educators of Color Across Schools
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517733047
A Review and Critical Examination of the System of Least Prompts
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517751213
Special Educators’ Experiences of Roles and Responsibilities in Self-Contained Classes for Students With Emotional/Behavioral Disorders
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518762470
Supporting Special Education Teacher Induction Through High-Leverage Practices
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518816826
Strategies for Recruiting and Retaining Black Male Special Education Teachers
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517732636
Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities:
来源期刊：Remedial and Special EducationDOI：10.25384/SAGE.C.4575998.V1
Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517752059
Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519838621
Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518786787
A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518824990
Teacher Race and Racial Disparities in Special Education
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518810434
Tracking Special Education Teacher Candidates’ Reflective Practices Over Time
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518762573
Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517736515
A Systematic Review of Instructional Comparisons in Single-Case Research:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519855059
What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518773477
Sequential Multiple-Assignment Randomized Trials: Developing and Evaluating Adaptive Interventions in Special Education
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518759422
Examining the Relative Utility of PBIS Implementation Fidelity Scores in Relation to Student Outcomes
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518805192
Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517751212
Disfluent Font Can Hinder Sight-Word Acquisition in Students With Intellectual Disability
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518771749
Perceptions of School Climate Among Students Self-Identifying as Lesbian, Gay, or Bisexual
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518800795
Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518774801
Same-Race Student–Teacher: Comparing Outcomes for Kindergartners With and Without Disabilities
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518810870
Validation of a Measure of Sustainability of School-Wide Behavior Interventions and Supports
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517753821
Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519865263
School–University Partnerships: One Institution’s Efforts to Integrate and Support Teacher Use of High-Leverage Practices
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518812689
Validation of the PBIS-ACT Full: An Updated Measure of Staff Commitment to Implement SWPBIS
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518775735
Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518800388
Sharing a Vision, Sharing Practices: How Communities of Educators Improve Teaching
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518810796
Introduction to the Special Issue—A Necessary Step in Pursuit of Equity: Developing a Racially/Ethnically Diverse Special Education Teaching Force
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519843176
Self-Questioning Strategy for Struggling Readers: A Synthesis:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519880338
Factor Validation of the Staff Perceptions of Behavior and Discipline (SPBD) Survey
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518775741
Peer Preference, Perceived Popularity, and the Teacher–Child Relationship in Special Education:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519887506
Transition Trends Associated with Topic Focus Since 1990: A Literature Review
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519835926
A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519855058
Constructing Simple Sentences: Effects of a Writing Fluency Intervention for Middle School Students With Disabilities:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519876694
Diversity Issues and the Special Education Teaching Force: Advancing the Discussion
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518792664
Issues and Improvements in the Visual Analysis of A-B Single-Case Graphs by Pre-Service Professionals:
来源期刊：Remedial and Special EducationDOI：10.1177/0741932519873120
An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation
来源期刊：Remedial and Special EducationDOI：10.1177/0741932518795639
The Influence of Measurement Error Associated With Oral Reading Progress Monitoring Measures on the Consistency and Accuracy of Nonparametric Single-Case Design Effect Size Outcomes
来源期刊：Remedial and Special EducationDOI：10.1177/0741932517749941
