Zobrazeno 1 - 10
of 41
pro vyhledávání: '"Brittany L. Hott"'
Publikováno v:
Journal of Special Education and Rehabilitation, Vol 16, Iss 1-2, Pp 55-67 (2015)
Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwr
Externí odkaz:
https://doaj.org/article/b2460754aea44868b15802d2b59a4e8c
Publikováno v:
Journal of Special Education and Rehabilitation, Vol 15, Iss 1-2, Pp 109-121 (2014)
A limitation in social interaction is a critical defining characteristic of Autism Spectrum Disorders (ASD). Peer tutoring is one of the most widely utilized interventions for improvement of social interaction and academic performance. This synthesis
Externí odkaz:
https://doaj.org/article/e26b999a13814188bb650315fd04ddde
Teaching Students with Emotional and Behavioral Disabilities provides a comprehensive resource for preservice and in-service educators to teach and support academic, social, and behavioral development. The text focuses on implementation of evidence-
Publikováno v:
Beyond Behavior. 31:151-162
Token economies are a helpful, research-based tool for behavior intervention. However, the design and implementation process can be overwhelming. To address common challenges with token economy implementation, we describe the basic behavioral science
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef46dfeb4dda10095f59df220dee9f7d
https://doi.org/10.1177/10742956221108359
https://doi.org/10.1177/10742956221108359
Publikováno v:
Behavior Analysis in Practice.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b11fbb2a6ffd1e1059908f3e3b10d091
https://doi.org/10.1007/s40617-023-00810-3
https://doi.org/10.1007/s40617-023-00810-3
Publikováno v:
Rural Special Education Quarterly. 40:214-225
Data suggest students are not meeting grade-level expectations in mathematics. If high-quality instruction is not provided, the inequitable outcomes observed in schools will be maintained. The goal of this study was to identify the frequency in which
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7ad9c2b8d8a51674723a50528af90113
https://doi.org/10.1177/87568705211027981
https://doi.org/10.1177/87568705211027981
Publikováno v:
Journal of Special Education Technology. 36:152-161
The purpose of this study was to explore the efficacy of an electronic check-in, check-out (eCICO) intervention. The district’s case manager (i.e., guidance counselor) implemented the eCICO intervention remotely via FaceTime on an iPad in collabora
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0cd3e991457bf98dad6f5969a2d712cd
https://doi.org/10.1177/01626434211004446
https://doi.org/10.1177/01626434211004446
Autor:
Margaret M. Flores, Brittany L. Hott
Publikováno v:
Learning Disability Quarterly. 46:3-5
This article introduces and describes the articles that are part of the thematic special series on investigating research questions to improve services for students with learning disabilities using single-case research design. The issue includes an a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b545e51b580fe397aa07073653fe5df2
https://doi.org/10.1177/07319487211040493
https://doi.org/10.1177/07319487211040493
Autor:
Brittany L. Hott, Kathleen M. Randolph, Emily M. Kuntz, Beth Ashby Jones, John William McKenna, Frederick J. Brigham
Publikováno v:
The Journal of Special Education. 55:163-173
Students who are eligible for special education and related services are entitled to a free appropriate public education (FAPE), which is delineated by the Individualized Education Program (IEP). The purpose of this descriptive study was to examine 1
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::70d1d9b6f30ef376afbe8cb2f10ff5a2
https://doi.org/10.1177/0022466920972670
https://doi.org/10.1177/0022466920972670
Publikováno v:
Rural Special Education Quarterly. 39:201-210
As a result of the COVID-19 pandemic, many school districts have moved from brick-and-mortar instruction to remote instruction with little planning time and limited resources. Rural localities, already facing barriers and hardships, attempted to prov
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cd6c84f30f9626f2d830c7ecacc6029f
https://doi.org/10.1177/8756870520958114
https://doi.org/10.1177/8756870520958114