Effective and Ineffective Practices for Learners With Learning and Behavioral Disabilities

American educators provide information on theory, critical elements, and research for instructional practices that are and are not supported by bodies of scientific research as effective in critical outcome areas, particularly regarding students with learning and behavioral disabilities. Their topics include two approaches for improving reading fluency: research supports repeated reading but not colored filters, developing mathematical problem solving through strategic instruction: much more than key word, what the research says about movement as behavioral moderator, the appropriate and inappropriate use of praise and feedback for students with learning and behavioral disabilities, and deep pressure therapy does not reduce stereotypical behavior but function-based interventions do. Distributed in North America by Turpin Distribution. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)

Edited by Bryan G. Cook, University of Hawaii at Manoa, Honolulu, HI, USAMelody Tankersley, Kent State University, Kent, OH, USATimothy J. Landrum, University of Louisville, Louisville, KY, USA