Effective Service Delivery Models

Evidence-Based Interventions for Students with Learning and Behavioral Challenges

Volumn , Issue , 2008, Pages 359-378

  Kauffman, James M ^d   Mock, Devery R ^a   Tankersley, Melody ^b   Landrum, Timothy J ^c  

^a APPALACHIAN STATE UNIVERSITY   (United States)

^b KENT STATE UNIVERSITY   (United States)

^c UNIVERSITY OF VIRGINIA   (United States)

^d NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85082220196     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203938546-27     Document Type: Chapter

References (125)

1. Audette, B., and Algozzine, B. (1997). Re-inventing government? Let’s re-invent special education. Journal of Learning Disabilities, 30, 378-383.
2. Baer, G. G., and Proctor, W. A. (1990). Impact of a full-time integrated program on the achievement of nonhandicapped and mildly handicapped children. Exceptionality, 1, 227-238.
3. Baker, H. J. (1934). Common problems in the education of the normal and the handicapped. Exceptional Children, 1, 39-40.
4. Banerji, M., and Dailey, R. (1995). A study of the effects of an inclusion model on students with specific learning disabilities. Journal of Learning Disabilities, 28, 511-528.
5. Bateman, B. D. (1994). Who, how, and where: Special education’s issues in perpetuity. Journal of Special Education, 27, 509-520.
6. Berliner, D. C. (2000). A personal response to those who bash teacher education. Journal of Teacher Education, 51, 358-371.
7. Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology and Society, 24, 200-212.
8. Berry, C. S. (1936). The exceptional child in regular classes. Exceptional Children, 3, 15-16.
9. Biklen, D. (1992). Schooling without labels: Parents, educators, and inclusive education. Philadelphia: Temple University Press.
10. Blackburn, S. (2005). Truth: A guide. New York: Oxford University Press.
11. Braaten, S. R., Kauffman, J. M., Braaten, B., Polsgrove, L., and Nelson, C. M. (1988). The regular education initiative: Patent medicine for behavioral disorders. Exceptional Children, 55, 21-28.
12. Brownell, M. T., Rosenberg, M. S., Sindelar, P. T., and Smith, D. D. (2004). Teacher education: Toward a qualified teacher in every classroom. In A. M. Sorrells, H. J. Reith, and P. T. Sindelar (Eds.), Critical issues in special education: Access, diversity, and accountability (pp. 243-257). Boston: Allyn and Bacon.
13. Burbach, H. J. (1981). The labeling process: A sociological analysis. In J. M. Kauffman and D. P. Hallahan (Eds.), Handbook of special education (pp. 361-377). Englewood Cliffs, NJ: Prentice-Hall.
14. Carlberg, C., and Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. The Journal of Special Education, 14, 295-309.
15. Carlin, G. (2004). When will Jesus bring the pork chops? New York: Comedy Concepts.
16. Cook, B. G., and Schirmer, B. R. (Eds.). (2006a). What is special about special education? Examining the role of evidence-based practices. Austin, TX: Pro-Ed.
17. Cook, B. G., and Schirmer, B. R. (2006b). Conclusion: An overview and analysis of the role of evidencebased practices in special education. In B. G. Cook and B. R. Schirmer (Eds.), What is special about special education? Examining the role of evidence-based practices (pp. 175-185). Austin, TX: Pro-Ed.
18. Crockett, J. B., and Kauffman, J. M. (1999). The least restrictive environment: Its origins and interpretations in special education. Mahwah, NJ: Erlbaum.
19. Crockett, J. B., and Kauffman, J. M. (2001). The concept of the least restrictive environmnet and learning disabilities: Least restrictive of what? Reflections on Cruickshank’s 1977 guest editorial for the Journal of Learning Disabilities. In D. P. Hallahan and B. K. Keogh (Eds.), Research and global perspectives in learning disabilities: Essays in honor of William M. Cruickschank (pp. 147-166). Mahwah, NJ: Erlbaum.
20. Darling-Hammond, L. (2006). Construction of 21st century teacher education. Journal of Teacher Education, 57, 300-314.
21. Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., and Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42). Retrieved November 4, 2005, from http://epaa.asu.edu/epaa/v13n42/.
22. Dawkins, R. (2006). The god delusion. Boston: Houghton Mifflin.
23. Engelmann, S. (1997). Theory of mastery and acceleration. In J. W. Lloyd, E. J. Kameenui, and D. Chard (Eds.), Issues in educating students with disabilities (pp. 177-195). Mahwah, NJ: Erlbaum.
24. Elbaum, B., Vaughn, S., Hughes, M., and Moody, S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92, 605-619.
25. Ellis, E., and Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators. Technical Report #5. National Center to Improve the Tools of Educators. University of Oregon.
26. Fox, N. E., and Ysseldyke, J. E. (1997). Implementing inclusion at the middle school level: Lessons from a negative example. Exceptional Children, 64, 81-98.
27. Fuchs, D., and Fuchs, L. S. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.
28. Fuchs, D., and Fuchs, L. S. (1995). Special education can work. In J. M. Kauffman, J. W. Lloyd, D. P. Hallahan, and T. A. Astuto (Eds.), Issues in educational placement: Students with emotional and behavioral disorders (pp. 363-377). Mahwah, NJ: Erlbaum.
29. Fuchs, D., and Fuchs, L. S. (2005). Peer-Assisted Learning Strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education 39, 34-44.
30. Gage, N. L. (1984). What do we know about teaching effectiveness? Phi Delta Kappa, 66, 87-93.
31. Gerber, M. M. (2005). Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities. Journal of Learning Disabilities, 38, 516-524.
32. Golly, A., Stiller, B., and Walker, H. M. (1998). First Step to Success: Replication and social validation of an early intervention program. Journal of Emotional and Behavioral Disorders 6, 243-250.
33. Goodlad, J. I. (1990). Teachers for our nation’s schools. San Francisco: Jossey-Bass.
34. Goodlad, J. I., and Lovitt, T. C. (Eds.). (1993). Integrating general and special education. Upper Saddle River, NJ: Merrill/Prentice Hall.
35. Grossen, B. (1993). Focus: Heterogeneous grouping and curriculum design. Effective School Practices, 12(1), 5-8.
36. Hallahan, D. P., and Kauffman, J. M. (2006). Exceptional learners: Introduction to special education (10th ed.). Boston: Allyn and Bacon.
37. Henke, R., Chen, X., and Geis, S. (2000). Progress through the teacher pipeline: 1992-93 college graduates and elementary/secondary school teaching as of 1997. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
38. Heward, W. L. (2003). Exceptional children: An introduction to special education (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
39. Heward, W. L., and Silvestri, S. M. (2005). The neutralization of special education. In J. W. Jacobson, J. A. Mulick, and R. M. Foxx (Eds.), Fads: Dubious and improbable treatments for d evelopmental disabilities (pp. 193-214). Mahwah, NJ: Erlbaum.
40. Hobbs, N. (1966). Helping the disturbed child: Psychological and ecological strategies. American Psychologist, 21, 1105-1115.
41. Hocutt, A. M. (1996). Effectiveness of special education: Is placement the critical factor? The Future of Children, 6, 77-102.
42. Horn, J. L. (1924). The education of exceptional children: A consideration of public school problems and policies in the field of differentiated education. New York: Century.
43. Horner, R. H., and Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. The Journal of Special Education, 31, 84-104.
44. Horner, R. H., Sugai, G. Todd, A. W., and Lewis-Palmer, T. (1999-2000). Elements of behavior support plans: A technical brief. Exceptionality, 8, 205-216.
45. Kauffman, J. M. (1976). Nineteenth century views of children’s behavior disorders: Historical contributions and continuing issues. Journal of Special Education, 10, 335-349.
46. Kauffman, J. M. (1981). Introduction: Historical trends and contemporary issues in special education in the United States. In J. M. Kauffman and D. P. Hallahan (Eds.), Handbook of special education (pp. 3-23). Englewood Cliffs, NJ: Prentice-Hall.
47. Kauffman, J. M. (1989). The regular education initiative as Reagan-Bush education policy: A trickle-down theory of education of the hard-to-teach. Journal of Special Education, 23, 256-278.
48. Kauffman, J. M. (1991). Restructuring in sociopolitical context: Reservations about the effects of current reform proposals on students with disabilities. In J. W. Lloyd, A. C. Repp, and N. N. Singh (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and methods (pp. 57-66). Sycamore, IL: Sycamore.
49. Kauffman, J. M. (1995). Why we must celebrate a diversity of restrictive environments. Learning Disabilities Research and Practice, 10, 225-232.
50. Kauffman, J. M. (1999). Commentary: Today’s special education and its messages for tomorrow. The Journal of Special Education, 32, 244-254.
51. Kauffman, J. M. (2002). Education deform: Bright people sometimes say stupid things about education. Lanham, MD: Rowman and Littlefield Education.
52. Kauffman, J. M. (2003). Appearances, stigma, and prevention. Remedial and Special Education, 24, 195-198.
53. Kauffman, J. M., Bantz, J., and McCullough, J. (2002). Separate and better: A special public school class for students with emotional and behavioral disorders. Exceptionality, 10, 149-170.
54. Kauffman, J. M., Gerber, M. M., and Semmel, M. I. (1988). Arguable assumptions underlying the regular education initiative. Journal of Learning Disabilities, 21, 6-11.
55. Kauffman, J. M., and Hallahan, D. P. (1993). Toward a comprehensive service delivery system. In J. I. Goodlad and T. C. Lovitt (Eds.), Integrating general and special education (pp. 73-102). Upper Saddle River, NJ: Merrill/Prentice Hall.
56. Kauffman, J. M., and Hallahan, D. P. (2005a). Special education: What it is and why we need it. Boston: Allyn and Bacon.
57. Kauffman, J. M., and Hallahan, D. P. (Eds.) (2005b). The illusion of full inclusion: A comprehensive critique of a current special education bandwagon (2nd ed.). Austin, TX: Pro-Ed.
58. Kauffman, J. M., and Konold, T. R. (2007). Making sense in education: Pretense (including NCLB) and realities in rhetoric and policy about schools and schooling. Exceptionality, 15, 00-00.
59. Kauffman, J. M., and Landrum, T. J. (2006). Children and youth with emotional and behavioral disorders: A history of their education. Austin, TX: Pro-Ed.
60. Kauffman, J. M., and Landrum, T. J. (2007). Educational service interventions and reforms. In J. W. Jacobson, J. A. Mulick, and J. Rojahn (Eds.), Handbook of intellectual and developmental disabilities (pp. 173-188). New York: Springer.
61. Kauffman, J. M., Landrum, T. J., Mock, D., Sayeski, B., and Sayeski, K. L. (2005). Diverse knowledge and skills require a diversity of instructional groups: A position statement. Remedial and Special Education, 26, 2-6.
62. Kauffman, J. M., Lloyd, J. W., Baker, J., and Riedel, T. M. (1995). Inclusion of all students with emotional or behavioral disorders? Let’s think again. Phi Delta Kappan, 76, 542-546.
63. Kazdin, A. E. (1978). History of behavior modification: Experimental foundations of contemporary research. Baltimore: University Park Press.
64. Kliewer, C., and Biklen, D. (1996). Who wants to be retarded? In W. Stainback and S. B. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd ed., pp. 83-95). Boston: Allyn and Bacon.
65. Kliewer, C., Biklen, D., and Kasa-Hendrickson, C. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43, 163-192.
66. Laczko-Kerr, I., and Berliner, D. C. (2002). The effectiveness of “Teach for America” and other under-certified teachers on student academic achievement: A case of harmful public policy, " Educational Policy Analysis Archives, 10(37). Retrieved November 4, 2005, from http://epaa.asu.edu/epaa/v10n37/.
67. Laczko-Kerr, I., and Berliner, D. C. (2003). In harm’s way: How undercertified teachers hurt their students. Educational Leadership, 60(8), 34-39.
68. Lakoff, G. (2004). Don’t think of an elephant: Know your values and frame the debate. White River Junction, VT: Chelsea Green.
69. Leinhardt, G., andPallay, A. (1982). Restrictive educational settings? Exile or haven. Review of Educational Research, 52, 557-578.
70. Lerner, J. W., (2003). Learning disabilities: Theories, diagnosis, and teaching strategies (9th ed.). Boston: Houghton Mifflin.
71. Lilly, M S. (1992). Labeling: A tired, overworked, yet unresolved issues in special education. In W. Stainback and S. B. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (pp. 85-95). Boston: Allyn and Bacon.
72. Lloyd, J. W., Singh, N. N., and Repp, A. C. (Eds.). (1991). The Regular Education Initiative: Alternative perspectives on concepts, issues, and models. Sycamore, IL: Sycamore.
73. Madden, N. A., and Slavin, R. E. (1983). Mainstreaming students with mild handicaps: Academic and social outcomes. Review of Educational Research, 53, 519-569.
74. Manset, G., and Semmel, M. I. (1997). Are inclusive programs for students with mild disabilities effective? A comparative review of model programs. The Journal of Special Education, 31, 155-180.
75. McCray, A. D., Vaughn, S., and Neal, L. (2001). Not all students learn to read by third grade: Middle school students speak out about their reading disabilities. Journal of Special Education, 35, 17-30.
76. McMaster, K. N., and Fuchs, D. (2002). Effects of cooperative learning on the academic achievement of students with learning disabilities: An update of Tateyama-Sniezek’s review. Learning Disabilities: Research and Practice, 17, 107-117.
77. Miller, M.D., Brownell, M. T., and Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65, 201-218.
78. Mock, D. R., and Kauffman, J. M. (2005). The delusion of full inclusion. In J. W. Jacobson, J. A. Mulick, and R. M. Foxx (Eds.), Fads: Dubious and Improbable Treatments for Developmental Disabilities (pp. 113-128). Mahwah, NJ: Erlbaum.
79. Murawski, W. W., and Swanson, H. L. (2001). A meta-analysis of co-teaching research. Remedial and Special Education, 22, 258-267.
80. National Academy of Education Committee on Teacher Education. A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. L. Darling-Hammond and J. Baratz-Snowden, (Eds.). San Francisco: Jossey-Bass.
81. National Commission on Teaching and America’s Future (2003). No dream denied: A pledge to America’s children. Washington, DC: Author.
82. Oakes, J. (1992). Can tracking research inform practice? Technical, normative, and political considerations. Educational Researcher, 21(4), 12-21.
83. Orwell, G. (1954, original essay 1946). Politics and the English language. In A collection of essays by George Orwell (pp. 162-177). New York: Doubleday Anchor.
84. Postel, H. H. (1937). The special school versus the special class. Exceptional Children, 4, 12-13, 18-19.
85. Pugach, M. C. (1992). Unifying the preservice preparation of teachers. In W. Stainback and S. B. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (pp. 255-269). Boston: Allyn and Bacon.
86. Pugach, M. C. (1996). Unifying the preparation of prospective teachers. In W. Stainback and S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd ed., pp. 239-252). Boston: Allyn and Bacon.
87. Rautman, A. L. (1944). Special class placement. Exceptional Children, 10, 99-102.
88. Ray, I. (1852, May 18). On the best methods of saving our hospitals for the insane from the odium and scandal to which such institutions are liable, and maintaining their place in the popular estimation: including the consideration of the question, how far is the community to be allowed access to such hospitals? Paper presented at a meeting of the Association of Medical Superintendents of American Institutions for the Insane. New York: Reprinted in American Journal of Insanity, 9, 36-65.
89. Reisman, J. M. (1976). A history of clinical psychology (enlarged edition). New York: Irvington.
90. Reynolds, M. C. (1991). Classification and labeling. In J. W. Lloyd, N. N. Singh, and A. C. Repp (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 29-41). Sycamore, IL: Sycamore.
91. Rie, H. E. (1971). Historical perspective of concepts of child psychopathology. In H. E. Rie (Ed.), Perspectives in child psychopathology. Chicago: Aldine Atherton.
92. Samuels, C. A. (2006, March 8). Intervention method is topic A at meeting of disabilities group. Education Week, 25(26), 8.
93. Sanders, W., and Horn, S. (1998). Research findings from the Tennessee Value-Added Assessment System database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 138-151.
94. Sapona, R., Etienne, J., Bauer, A., Fordon, A.E., Johnson, L. J., Hendricks-Lee, M., and Vincent, N. C. (2006). Teacher education reform within university special education programs. Focus on Exceptional Children, 38(5), 1-12.
95. Sanders, W., and Horn, S. (1998). Research findings from the Tennessee Value-Added Assessment System database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 138-151.
96. Schrag, J. A. (1993). Restructuring schools for better alignment of general and special education. In J. I. Goodlad and T. C. Lovitt (Eds.), Integrating general and special education (pp.203-228). New York: MacMillan.
97. Scruggs, T. E., and Mastropieri, M. A. (2000). The effectiveness of mnemonic instruction for students with leaning and behavior problems: An update and research synthesis. Journal of Behavioral Education, 10, 163-173.
98. Sindelar, P. T., and Deno, S. L. (1978). The effectiveness of resource programming. The Journal of Special Education, 12, 17-28.
99. Singer, J. D. (1988). Should special education merge with regular education? Educational Policy, 2, 409-424.
100. Skinner, B. F. (1957) Verbal behavior. Englewood Cliffs, NJ: Prentice-Hall.
101. Smith, B. J., and Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior. Tampa: University of South Florida, Center for Evidence-Based Practice: Young Children with Challenging Behavior.
102. Smith, P. (1999). Drawing new maps: A radical cartography of developmental disabilities. Review of Educational Research, 69, 117-144.
103. Stainback, W., and Stainback, S. (1991). A rationale for integration and restructuring: A synopsis. In J. W. Lloyd, N. N. Singh, and A. C. Repp (Eds.), The Regular Education Initiative: Alternative perspectives on concepts, issues, and models (pp. 226-239). Sycamore, IL: Sycamore.
104. Stullken, E. H. (1950). Special schools and classes for the socially maladjusted. In N. B. Henry (Ed.), The education of exceptional children. Forty-ninth Yearbook of the National Society for the Study of Education (Part 2, pp. 281-301). Chicago: University of Chicago Press.
105. Tankersley, M., Niesz, T., Cook, B. G., and Woods, W. (in press). The unintended and unexpected side effects of inclusion of students with learning disabilities: The perspectives of special education teachers. Learning Disabilities: A Multidisciplinary Journal.
106. Tenny, J. W. (1944). Adjustment of special class pupils to regular classes. Exceptional Children, 10, 139-145.
107. Tong, S. (2006, September 27). Straight talk equals good business. Market Place report. Retrieved Sept. 28, 2006, from http://marketplace.publicradio.org/shows/2006/09/27/PM200609276.html.
108. Tuerk, P. W. (2005). Research in the high-stakes era: Achievement, resources, and No Child Left Behind. American Psychological Society, 16, 419-425.
109. Vaughn, S., Bos, C., and Schumm, J. S. (2007). Teaching Students who are exceptional, diverse, and at risk in the general education classroom (4th ed.). Boston: Pearson.
110. Vaughn, S., Elbaum, B. E., and Boardman, A. G. (2001). The social functioning of students with learning disabilities: Implications for inclusion. Exceptionality, 9, 47-65.
111. Vaughn, S., Gersten, R., and Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children. 67, 99-114.
112. Vaughn, S., Hughes, M. T., Moody, S. W., and Elbaum, B. (2001). Instructional grouping for reading for students with LD: Implications for practice. Intervention in School and Clinic, 36, 131-137.
113. Vaughn, S., Moody, S. W., and Schumm, J. S. (1998). Broken promises: Reading instruction in the resource room. Exceptional Children, 64, 211-225.
114. Waldron, N. L., and McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395-405.
115. Walker, H. M., and Bullis, M. (1991). Behavior disorders and the social context of regular class integration: A conceptual dilemma? In J. W. Lloyd, N. N. Singh, and A. C. Repp (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 75-93). Sycamore, IL: Sycamore.
116. Warnock, M. (2005). Special educational needs: A new look. Impact No. 11. London: Philosophy of Education Society of Great Britain.
117. Wasik, B. A., and Slavin, R. E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 178-200.
118. Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). Retrieved November 4, 2005 from http://epaa.asu.edu/epaa/v10n12.
119. Zigmond, N. (1996). Organization and management of general education classrooms. In D. Speece and B. Keogh (Eds.), Research on classroom ecologies: Implications for inclusion of children with learning disabilities (pp. 163-190). Mahwah, NJ: Erlbaum.
120. Zigmond, N. (1997). Educating students with disabilities: The future of special education. In J. W. Lloyd, E. J. Kameenui, and D. Chard (Eds.), Issues in educating students with disabilities (pp. 377-390). Mahwah, NJ: Erlbaum.
121. Zigmond, N. (2003). Where should students with disabilities receive special education services? Is one place better than another? urnal of Youth and Adolescence, 21, 169-186.
122. Zigmond, N. (2003). Where should students with disabilities receive special education services? Is one place better than another? The Journal of Special Education, 37, 193-199.
123. Zigmond, N. (2007). Delivering special education is a two-person job: A call for unconventional thinking. In J. B. Crockett, M. M., Gerber, and T. J., and Landrum (Eds.), Achieving the radical reform of special education: Essays in honor of James M. Kauffman (pp. 115-137). Mahwah, NJ: Erlbaum.
124. Zigmond, N., Jenkins, J., Fuchs, L. S., Deno, S., Fuchs, D., Baker, J., Jenkins, L., andCouthino, M. (1995). Special education in restructured schools: Findings from three multi-year studies. Phi Delta Kappan, 76, 531-540.
125. Zigmond, N., and Magiera, K. (2002). Co-teaching. Current Practice Alerts, 6, 1-4.