From the Back Cover
Research-based Practices in Special Education, 1e is an authoritative collection of the best techniques known to work for students with disabilities.A volume unlike any other, it helps practitioners, teacher-educators, and policymakers combat the gap between research and practice by gathering the most meaningful findings in a single source. Written by leading authorities, chapters offer a consistent format that include definition of strategy, theoretical underpinnings, description, fidelity checklist, and research-based summaries. Sections cover a range of special education issues including academic outcomes, behavior outcomes, assessment techniques, and special populations.
Research-based strategies for improving academic outcomes such as:
- Emergent Reading
- Reading Fluency
- Reading Comprehension
- Arithmetic Combinations
- Mathematics' Reasoning
- Written Expression and more!
Research-based strategies for improving behavioral outcomes such as:
- Positive Behavior Support
- Preventing Problem Behavior
- Improving Compliance
- Decreasing Aggressive, Coercive Behavior
Approaches for assessment including:
- Data-Based Decision-Making
- Parental Participation and IEP Development
- Using Assessments to Determine the Least Restrictive Environment for Students with Disabilities
- Accommodations and Modifications for Assessment
Research-based strategies for improving the outcomes of special populations such as:
- Early Childhood Special Education
- Students with High Incidence Disabilities
- Reading Interventions for English Language Learners
- Language Disorders
- Autism Spectrum Disorders
- Sensory Disabilities and more!
About the Author
Bryan G. Cook is presently a Professor in the Department of Special Education at the University of Hawaii at Manoa. He earned his PhD in special education at the University of California at Santa Barbara. Dr. Cook and his colleagues have guest edited a number of special issues of journals on topics related to research-based practices in recent years, including of a 2003 special issue of Journal of Special Education, a 2008 special issue of Intervention in School and Clinic, a 2009 special issue of Exceptional Children, and a 2010 special issue of Intervention in School and Clinic. Dr. Cook is currently the chair of the Council for Exceptional Children’s Workgroup on Evidence-based Practices and President of the Council for Exceptional Children’s Division for Research, as well as Associate Editor of the journal Remedial and Special Education. He is the recipient of the Council for Exceptional Children’s Division for Research 2007 Distinguished Early Career Research Award and the 2008 James M. Kauffman Publication Award (with Melody Tankersley).
Rumrill, P. D., & Cook, B. G., & Wiley, A. (Eds.) (2011). Research in special education: Designs, methods and applications (2nd ed.). Springfield, IL: Charles C. Thomas.
Cook, B. G., & Schirmer, B. R. (Eds.). (2006). What is special about special education: The role of evidence-based practices. Austin, TX: PRO-ED.
Rumrill, P. D., & Cook, B. G. (Eds.) (2001). Research in special education: Designs, methods and applications. Springfield, IL: Charles C. Thomas.
Melody Tankersley, PhD, is a professor of special education at Kent State University. After earning her doctorate degree from the University of Virginia, she was awarded a post-doctoral fellowship at Juniper Gardens Children’s Project, a program affiliated with the University of Kansas. Prior to beginning her graduate studies, Dr. Tankersley taught students with emotional and behavioral disorders, a population of students who continue to be the focus of her instructional and scholarly endeavors. Dr. Tankersley focuses her scholarship on issues related to identifying and using evidence-based practices, academic and behavioral interventions, the prevention of emotional and behavioral disorders, and parent interventions. Dr. Tankersley and her colleague from the University of Hawaii, Dr. Bryan Cook, were recently awarded the James M. Kauffman Publication Award, presented by the University of Virginia’s Curry School of Education for a scholarly work that results in knowledge leading to exemplary special education practices.