Library

• The Meadows Center for Preventing Educational Risk & The Greater Texas Foundation. (2010). Dropout prevention intervention guide. Unpublished draft. Retrieved from http://www.meadowscenter.org/institutes/dropout/resources.asp 

• Dropout Prevention Intervention Fidelity: MCPER has created two measures of fidelity of implementation for dropout prevention interventions. The first measure targets the fidelity of implementation of intervention monitors during daily interactions with individual students. The second measure gauges fidelity of implementation of intervention monitors during group sessions.

  The Meadows Center for Preventing Educational Risk & The Greater Texas Foundation. (2010). Dropout prevention intervention fidelity measurement form [Group and daily interventions]. Unpublished instrument. Retrieved from http://www.meadowscenter.org/institutes/dropout/resources.asp 

• MCPER Annual Report 2008–2009
• The Path to College: A Summary of Helping Students Navigate the Path to College: What High Schools Can Do (U.S. Department of Education, Institute of Education Sciences, 2009)
• Addressing School Dropout in Texas: A Summary for Administrators and Policymakers of Dropout Prevention: A Practice Guide (U.S. Department of Education, Institute of Education Sciences, 2008)
• Addressing School Dropout in Texas: A Summary for Teachers and Practitioners of Dropout Prevention: A Practice Guide (U.S. Department of Education, Institute of Education Sciences, 2008)
• Denton, C., Bryan, D., Wexler, J., Reed, D., & Vaughn, S. (2007). Effective instruction for middle school students with reading difficulties: The reading teacher’s sourcebook. Austin, TX: Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin.

• Announcement Archives
• Autism Spectrum Disorders Institute: All Content Pages
• Projects: Center on Instruction Special Education Strand
• Dropout Prevention Institute: Resources
• Dropout Prevention Institute: Secondary Interventions
• Event Archives
• Mathematics Institute for Learning Disabilities and Difficulties: Elementary Assessment and Intervention
• Mathematics Institute for Learning Disabilities and Difficulties: Resources

• 2009–2010 Building Capacity for Response to Intervention (RtI) Implementation Project
• Center on Instruction
• Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE)
• College and Career Readiness Initiative: English/Language Arts Faculty Collaborative
• Early Mathematics Intervention
• Evaluation of Reading Comprehension Interventions
• Texas Adolescent Literacy Academies (TALA)
• Texas Center for Learning Disabilities

Barth, A. E., Denton, C. A., Stoebing, K. K., Fletcher, J. M., Cirino, P. T., Francis, D. J., & Vaughn, S. (2010). A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention. Journal of the International Neuropsychological Society, 16, 526–536.

Block, N. F. (2008). A study of a response to intervention model for urban sixth-grade: Analyzing reading, language, and learning differences in tier 1 and tier 2. Doctoral dissertation, Claremont Graduate University, Claremont, CA.

Bryant, B. R., & Bryant, D. P. (2008). Introduction to the special series: Mathematics and learning disabilities. Learning Disability Quarterly, 31(1), 3–8.

Bryant, D. P., Bryant, B. R., Gersten, R., Scammacca, N., & Chavez, M. (2008). Mathematics intervention for first- and second-grade students with mathematics difficulties: The effects of Tier 2 intervention delivered as booster lessons. Remedial and Special Education, 29(1), 20–32.

Bryant, D. P., Bryant, B. R., Gersten, R. M., Scammacca, N. N., Funk, C., Winter, A., . . . Pool, C. (2008). The effects of tier 2 intervention on the mathematics performance of first-grade students who are at risk for mathematics difficulties. Learning Disability Quarterly, 31(2), 47-63.

Bryant, D. P., Bryant, B. R., Hughes, K., & Porterfield, J. A. (in press). Evidence-based intervention for primary age students with mathematics challenges. In N. Gallenstein & D. Hodges (Eds.), Mathematics for all: Instructional strategies to assist students with special learning needs. Association for Childhood Education International.

Bryant, B. R., Bryant, D. P., Kethley, C., Kim, S. A., Pool, C., & You-Jin, S. (2008). Preventing mathematics difficulties in the primary grades: The critical features of instruction in textbooks as part of the equation. Learning Disability Quarterly, 31(1), 21-35.

Bryant, B. R., Shih, M., & Bryant, D. P. (2009). Gray oral reading test – Fourth edition. In J. A. Naglieri & S. Goldstein (Eds.), A practitioner’s guide to assessment of intelligence and achievement. Hoboken, NJ: John Wiley & Sons.

Cannella-Malone, H., O’Reilly, M., Sigafoos, J., & Chan, J. (in press). Combined curricular intervention with brief hands down to decrease hand mouthing and use of arm splints for a young boy with profound disabilities. Education and Training in Developmental Disabilities.

Chan, J. M., & O’Reilly, M. F. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405-409.

Chard, D. J., Baker, S. K., Clarke, B., Jungjohan, K., Davis, K., & Smolkowski, K. (2008). Preventing early mathematics difficulties: The feasibility of a rigorous kindergarten mathematics curriculum. Learning Disability Quarterly, 31(1), 11-20.

Denton, C. A., & Vaughn, S. (2010). Preventing and remediating reading difficulties: Perspectives from research. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model including RTI (pp. 469–500). Bethesda, MD: National Association of School Psychologists.

Didden, R., Sigafoos, J., Green, V., Korzilius, H., Mouws, C., Lancioni, G., . . . & Curfs, L. (2008). Behavioral flexibility in individuals with Angelman syndrome, down syndrome, non-specific developmental disability, and autism spectrum disorder. Journal of Intellectual Disability Research, 52, 503–509.

Francis, D. J., & Vaughn, S. (2009). Effective practices for English language learners in the middle grades: Introduction to the special issue. Journal of Research on Educational Effectiveness, 2(4), 289–296.

Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31(2), 79-92.

Hairrell, A. (2008). A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms. Doctoral dissertation, Texas A&M University, College Station, TX.

Hjelm, J., Wanzek, J., & Vaughn, S. (in press). Preventing and remediating reading difficulties for elementary and secondary students. In G. D. Sideridis & T. A. Citro (Eds.), Best practices in learning disabilities: Volume 2.

Lang, R., O’Reilly, M. F., Lancioni, G., Machalicek, W., Rispoli, M., & Chan, J. (2008). A comparison of functional analysis results when conducted in contrived versus naturalistic settings. Journal of Applied Behavior Analysis, 41, 441–445.

Lang, R., O’Reilly, M., Lancioni, G., Rispoli, M., Machalicek, W., Chan, J., & Langthorne, P. (in press). Discrepancy in functional analysis results across two applied settings: Implications for intervention design. Journal of Applied Behavior Analysis.

Lang, R., O’Reilly, M., Rispoli, M., Shogren, K., Machalicek, W., Sigafoos, J., & Regester, A. (2009). Review of interventions to increase functional and symbolic play in children with autism. Education and Training in Developmental Disabilities, 44, 481–492.

Lang, R., O’Reilly, M., Sigafoos, J., Machalicek, W., Rispoli, M., Shogren, K., . . . Hopkins, S. (in press). A review of teacher involvement in the applied intervention research for children with autism spectrum disorders. Education and Training in Developmental Disabilities.

Machalicek, W., Davis, T., O’Reilly, M., Beretvas, N., Sigafoos, J., Lancioni, G., . . . Edrisinha, C. (2008). Teaching social skills in school settings. In J. Luiselli, D. Russo, W. Christian, & S. Wilczynski (Eds.), Effective practices for children with autism: Educational and behavior support interventions that work (pp. 269–298). New York, NY: Oxford University Press.

Machalicek, W., O’Reilly, M. F., Beretvas, N., Sigafoos, J., Lancioni, G., Sorrells, A., . . . Rispoli, M. (2008). A review of school-based instructional interventions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 2, 395-416.

Machalicek, W., O’Reilly, M., Chan, J., Lang, R., Rispoli, M., Davis, T., . . . Didden, R. (in press). Using videoconferencing to conduct functional analysis of challenging behavior and develop classroom behavioral support plans for students with autism. Education and Training in Developmental Disabilities.

Machalicek, W., Shogren, K., Lang, R., Rispoli, M., O’Reilly, M. F., Hetlinger Franco, J., & Sigafoos, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3(2), 547-555.

Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.

Mulloy, A., Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G., & Riapoli, M. (2010). Gluten-free and casein-free diets in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4, 328–339.

Murray, C. S., Woodruff, A. L., & Vaughn, S. (2009). First-grade student retention within a 3-tier reading framework. Reading & Writing Quarterly, 26, 26–50. doi:10.1080/10573560903396934

Olive, M. L., de la Cruz, B., Davis, T. N., Chan, J. M., Lang, R. B., O’Reilly, M. F., & Dickson, S. M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. Journal of Autism and Developmental Disorders, 37, 1505-1513.

O’Reilly, M., Sigafoos, J., Lancioni, G., Green, V., Edrisinha, C., Machalicek, W., . . . Didden, R. (2008). Examination of a social skills problem-solving intervention to treat selective mutism. Behavior Modification, 32, 182–195.

O’Reilly, M. F., Sigafoos, J., Lancioni, G., Rispoli, M., Lang, R., Cha, J., . . . Langthorne, P. (2008). Manipulating the behavior-altering effect of the motivating operation: Examination of the influence on challenging behavior during leisure activities. Research in Developmental Disabilities, 29, 333–340.

Roberts, G., Torgeson, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with LD or at risk for LD. Learning Disabilities Research and Practice, 44, 439–454.

Robinson, D. H., Katayama, A. D., Odom, S., Beth, A., Hsieh, Y. P., & Vanderveen, A. (in press). Increasing text comprehension and graphic note-taking using a partial graphic organizer task. Journal of Educational Research.

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73(4), 488-509.

Sigafoos, J., Didden, R., Schlosser, R., Green, V., O’Reilly, M., & Lancioni, G. (2008). A review of intervention studies on teaching AAC to individuals who are deaf and blind. Journal of Developmental and Physical Disabilities, 20, 71–99.

Sigafoos, J., Drasgow, E., Duker, P., O’Reilly, M., Lancioni, G., & Reichle, J. (2009). General intervention approaches for teaching speech and its prerequisites. In A. Fitzer & P. Sturmey (Eds.), Language and autism: Applied behavior analysis, evidence, and practice (pp. 110–133). Austin, TX: Pro-Ed.

Sigafoos, J., Green, V. A., Schlosser, R., O’Reilly, M. F., Lancioni, G. E., Rispoli, M., & Lang, R. (2009). Communication intervention in Rett syndrome: A systematic review. Research in Autism Spectrum Disorders, 3, 304-318.

Sigafoos, J., Schlosser, R., Green, V., O’Reilly, M., & Lancioni, G. (2008). Communication and social skills assessment. In J. Matson (Ed.), Clinical assessment and intervention for autism spectrum disorders (pp. 165–192). Boston, MA: Elsevier.

Simmons, D., Hairrell, A., Edmonds, M., Vaughn, S., Larsen, R., Willson, V., . . . Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students’ general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3(2), 121–156.

Turnbull, A. P., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., . . . Stowe, M. (2010). Knowledge-to-action guides: Preparing families to be partners in making educational decisions. Teaching Exceptional Children, 42(3), 42–53.

Vaughn, S., Bos, C., & Schumm, J. S. (2010). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Needham Heights, MA: Allyn and Bacon.

Vaughn, S., Denton, C. A., & Fletcher, J. M. (2010). Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 47(5), 432–444.

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297-324.

Vaughn, S., Thompson, S., Woodruff, A., Murray, C., Wanzek, J., Scammacca, N., . . . Elbaum, B. (2008). Effects of professional development on improving at-risk students’ performance in reading. In C. Greenwood, T. Kratochwill, & M. Clements (Eds.), School-wide prevention models: Lessons learned in elementary schools (pp. 115–142). New York, NY: Guilford Press.

Wanzek, J., Roberts, G., Linan-Thompson, S., Vaughn, S., Woodruff, A. L., & Murray, C. S. (in press). Differences in measures of high stakes reading achievement and the effects on oral reading fluency progress monitoring. Assessment for Effective Intervention.

Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21, 317–347.