An Ecobehavioral Examination of High School Classrooms That Include Students with Disabilities

By T. Wallace, Amy R. Anderson, Tom Bartholomay, S. Hupp. 2002

99 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0e4d4c0113497bdc059ef724618f5294eb910e20

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Kimberly J. Vannest
2. Dorothy Espelage
3. Richard I. Parker
4. Andreas Lenz
5. John L. Davis

In Developmental and Educational Psychology

1. Chad A. Rose
2. Dorothy Espelage
3. Kimberly J. Vannest
4. M. Wehmeyer
5. Susan B. Palmer
6. M. Elias
7. Richard I. Parker
8. Andreas Lenz

In Education

1. M. Wehmeyer
2. Susan B. Palmer
3. Chad A. Rose
4. Dorothy Espelage
5. J. Soukup
6. Suk-Hyang Lee
7. Shanna Hagan-Burke
8. Kimberly J. Vannest

Citations in the corpus

• The Teacher Performance Rate and Accuracy Scale (TPRA): Training as Evaluation (2005, unknown): “…Bos, 2002), amount of academic engaged time for students with disabilities in inclusive settings (McDonnell, Thor-son, McQuivey, & Kiefer-O’Donnell, 1997; Wallace, Anderson, & Bartholomay, 2002), and variables that promote engagement during academic responding (Greenwood, Hor-ton, & Utley., 2002).”
• Teacher Time Use in Special Education (2010, background): “…(1980) reported that general education teachers use “active instruction” 12% of the time, Sanford and Evertson (1982) found only 15% use on class instruction, Roelofs (1995) observed 27% of time was spent on academics, and Wallace et al. (2002) found 41% of teacher time was spent on academics.”
• Risk and Protective Factors Associated with the Bullying Involvement of Students with Emotional and Behavioral Disorders (2012, background): “, 1989), increased acceptance, reduction in negative stereotypes (Martlew & Hodson, 1991), increased participation in school activities, and increased levels of independence (Sabornie, 1994; Wallace et al., 2002).”
• The Connection between Social-Emotional Learning and Learning Disabilities: Implications for Intervention (2004, background): “Further, improving social relationships involves building skills, and this cannot take place effectively through modeling alone (Wallace, Anderson, Bartholomay, & Hupp, 2002).”
• Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities (2010, background): “…between student achievement and time spent in academic engagement and instructional factors (Brophy & Good, 1986; Greenwood, 1991; Salend, 2000; Wallace et al., 2002) and show that the academic engagement of students with disabilities is significantly higher during teacher-directed instruction…”