Evidence of efficacy of the <i>Integrated Literacy Study Group</i> professional learning program to enhance reading instruction for students with emotional and behavioral disorders-Reference-Cited by-同舟云学术

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders

Published:2022-07-13 Issue:1 Volume:60 Page:182-198
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychology in the Schools

Author:

Benner Gregory J.¹,Filderman Marissa J.¹,Barnard‐Brak Lucy¹,Pennefather Jordan²,Smith Jean Louise M.³,Strycker Lisa A.⁴

Affiliation:

1. Department of Special Education and Multiple Abilities University of Alabama Tuscaloosa Alabama USA

2. Trifoia Eugene Oregon USA

3. Center on Teaching and Learning University of Oregon Eugene Oregon USA

4. Oregon Research Institute Eugene Oregon USA

Funder

National Center for Special Education Research, Institute of Education Sciences

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22773

Reference60 articles.

1. A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time Among High School Students Who Present Challenging Behavior

2. Characteristics of Children Who Are Unresponsive to Early Literacy Intervention

3. American Institutes for Research. (2018).CBAM: The concerns‐based adoption model. Retrieved July 8 2022 fromhttps://www.air.org/resource/concerns-based-adoption-model-cbam

4. A Comparison of the Academic Progress of Students with EBD and Students with LD

5. The Sustained Use of Research-Based Instructional Practice

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2. Working Together: Leveraging Teacher Study Groups to Improve Social and Emotional Learning in the Classroom;Beyond Behavior;2022-12-27

3. Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial;Social Psychology of Education;2022-10-12