Evidence-Based Practices for Students with Severe Disabilities and the Requirement for Accountability in “No Child Left Behind”

By D. Browder, Karena Cooper-Duffy. 2003

137 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/89532a004d096efd087b06c5f2ed8a3233fbad6f

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability (2013, background): “Youth with disabilities are in need of instruction incorporating a blend of academic and functional math objectives (Browder & Cooper-Duffy, 2003).”
Reported Prevalence of Evidence-Based Instructional Practices in Special Education (2009, result): “…poor instruction (Vaughn et al., 2002), but the survey respondents’perceptions of practice are not completely in line with the empirical evidence for effectiveness, a finding predicted by several scholars (Browder & Cooper-Duffy, 2003; Carnine, 1997; Cook et al., 2003; Espin & Deno, 2000).”
How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, background): “…were previously described for students with learning disabilities (Vaughn & LinanThompson, 2003) and are also available for students across disability categories (e.g., see Browder & Cooper-Duffy, 2003; Landrum et al., 2003) and age levels (e.g., see Kohler & Field, 2003; Odom & Wolery, 2003).”
Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism (2011, background): “According to Browder and Cooper-Duffy (2003), academic instruction for students with significant disabilities, such as autism, should focus on developing skills that address academic standards while also promoting successful functioning in the community. Therefore, fostering successful problem-solvi”
A Review of School-Based Instructional Interventions for Students with Autism Spectrum Disorders. (2008, background): “107–110, Section 1001) requires teachers to show yearly progress for students with disabilities and encourages teachers to implement evidence-based practices for students with ASD ( Browder & Cooper-Duffy, 2003 ).”
Simply academic? Why children with special educational needs don’t like school (2012, background): “Defining ‘engagement’ has become a real challenge for the policy community where the traditional focus on formal ‘academic success’ using test scores (Cassen and Kingdon 2007 ; Browder and Cooper-Duffy 2003 ) is increasingly being replaced with a more holistic view of engagement based on informal ”