EXCEPTIONAL CHILDREN

Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention

Aptitude-by-Treatment Interactions in Research on Educational Interventions

Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention

How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties

Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities

Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue

Special Educators’ Working Conditions in Self-Contained Settings for Students With Emotional or Behavioral Disorders: A Descriptive Analysis

Filling an Information Gap in Preschool MTSS and RTI Decision Making

Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?

Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

Skill Moderators of the Effects of a Reading Comprehension Intervention

Descriptive Analysis and Meta Analysis of Studies Investigating the Effectiveness of Simultaneous Prompting Procedure

Preregistration in Single-Case Design Research

IDEA’s Double Bind: A Synthesis of Disproportionality Policy Interpretations

Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities

Involvement of Students With Severe Disabilities in Specialized Health Care Procedures

Double Jeopardy? Disproportionality in First Juvenile Court Involvement by Disability Status

Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities

Are U.S. Schools Discriminating When Suspending Students With Disabilities? A Best-Evidence Synthesis

Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding

Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis

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The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis

Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

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