Academic achievement

, 50–51, 149–150

Academic Competence Evaluation Scales (ACES)

, 116

Accessibility

, 32, 51, 118

Acquisition and performance deficit classification model (APDCM)

, 114–115, 117

FBAs

, 116–117

skill-based adaptation

, 115–116

Actual intervention protocols

, 67

Adaptive Tier 2 behavioral intervention

, 113

APDCM

, 115–117

approach to adaptation

, 113–114

decision rules

, 120

domain-based approach

, 114

measurement

, 118–119

methods to provide

, 117–118

questions to addressed

, 115–117

rates of behavior function

, 118

training and demands on staff

, 119

Alphabet knowledge

, 154–155

Ambiguous standards for progress

, 197–199

Analytic code

, 66–67

Arcuate fasciculus (AF)

, 81–82

Arousal/modulatory systems

, 130–131

Artificial intelligence (AI)

, 126–128

Artificial reproductive technologies (ART)

, 128–130

Attention-deficit hyperactivity disorder (ADHD)

, 129

Autism Rights Movement (ARM)

, 129

Autism spectrum disorders (ASDs)

, 6, 129, 149–150

better understanding of classroom environment

, 164

connection between emergent literacy and later reading outcomes

, 162–163

future research in reading with individuals with ASD

, 162–166

oral language and listening comprehension

, 152–153

reading development in elementary, middle, and high school

, 156–159

reading development in individuals with

, 151–154

reading skill heterogeneity

, 152

social communication

, 153–154

specific comprehension skill difficulties

, 160–162

specific reading subcomponent skills

, 154–156

specific research on comprehension deficits

, 163–164

testing efficacy of dual-purpose interventions

, 164–166

Balanced literacy approach

, 197

Behavior Assessment System for Children, Third Edition (BASC-3)

, 114

Behavior Education Program

, 112

Behavioral-emotional proclivities

, 129–130

Blood–oxygen-level–dependent signals (BOLD signals)

, 77, 82

Bronze OA

, 69–70

Callosal connection (CC)

, 81–82

Charter schools

, 2

Check-in/Check-out (CICO)

, 112

Child psychiatry

, 130

Chronic depression

, 129

Classroom teachers

, 119

Classroom Teaching Scan (CT Scan)

, 101, 105

Codebook

, 66–67

Cognitive behavioural therapy (CBT)

, 131

Cognitive systems

, 130–131

Collaborative support

, 186

Communication

, 38–39, 43

Comprehension skills

, 153

Comprehensive Test of Phonological Processing (CTOPP)

, 156

Contemporary research

, 63–64

Content Acquisition Podcast Professional Development (CAP-PD)

, 105

Content Acquisition Podcasts for Teachers with Embedded Modeling Videos (CAP-TV)

, 101–102

Content Acquisition Podcasts–Teacher Slides (CAP-TS)

, 105

Convergent design

, 57

Cost-effective processes

, 184

Council for Exceptional Children (CEC)

, 29–30

Credibility

, 39

Curriculum-based measurement (CBM)

, 21, 54–55, 120, 183

Data

data-based individualization in

, 184

privacy

, 140–143

sharing

, 66–67

utilization

, 22–24

Data-Based Instruction (DBI)

, 182–183

Dataverse

, 67–68

De minimus

, 11–12

Decision rules

, 120, 183

Deficit-based instruction

, 116

Depressive disorders

, 132

Devereux Student Strengths Assessment (DESSA)

, 116

Diagnostic and statistical manual (DSM)

, 129–130

Diffusion MRI (dMRI)

, 77, 80, 82

in dyslexia research

, 81–82

works

, 80–81

Diffusion tensor imaging (DTI)

, 80, 82

Digital object identifiers (DOI)

, 66–67

Direct Behavior Rating scales (DBR scales)

, 20–21

Direct Instruction (DI)

, 195

“Disability chic”

, 129

Disabling anxiety

, 129

Distance-learning modes

, 184

Diverse educational needs

, 196

Domain-based approach

, 114

Dual-purpose interventions, testing efficacy of

, 164–166

Dyslexia

better prediction of dyslexia risk using machine learning

, 89

dMRI in

, 81–82

ERP in

, 83–85

etiology of

, 86–87

fMRI in

, 82–83

sMRI in

, 80

Early writing intervention, innovations in

handwriting strategies

, 176–177

innovative approach for preparing teachers to teach writing to students

, 182–186

research-based instructional approaches for students with intensive needs

, 175–180

sentence writing strategies

, 178–179

spelling strategies

, 177–178

SRSD

, 179–180

SVW

, 174–175

teachers currently learn to teach writing

, 180–181

teachers currently teach writing

, 181–182

Early Writing Project

, 184

Eclectic approaches to instruction

, 197

Education

, 61–62

Education of All Handicapped Children Act

, 9–10

Educational neuroscience

, 76

Educators

, 140

Effective coaching system

, 101

works in effective coaching and PD

, 101–102

Electroencephalography (EEG)

, 83

Elementary and Secondary Education Act

, 3

Elementary school, reading development in

, 156–159

Emergent literacy

, 154–155

Emotional and behavioral disorders (EBD). See also Autism spectrum disorders (ASDs)

, 6, 125–126

core values

, 126

law and policy

, 135–143

neuroscience

, 130–135

technologies

, 126–130

Emotional disturbance

, 138

Endrew F. case

, 135–136

Endrew F. v. Douglas County School District

, 9–10, 198–199

Endrew. F. decision

challenging, ambitious, and measurable goals

, 19–20

collecting progress monitoring data

, 22

data utilization

, 22–24

frequent and systematic progress monitoring

, 20–24

High Court’s ruling in

, 12–13

IEP significance as legal document delineating provision of services

, 14

implications of Endrew F decision

, 13–24

meaningful parent involvement

, 14–17

relevant and current PLAAFP statements

, 17–18

selecting progress monitoring tools

, 20–22

Error analysis procedures

, 23

Event-related potential techniques (ERP techniques)

, 77, 83, 85

in dyslexia research

, 83–85

Every Student Succeeds Act (ESSA)

, 197–198

Evidence-based behavior management practices

, 50–51

Evidence-based practices (EBPs)

, 2–3, 5, 29–30, 35, 48–50, 98–99, 193–194

combining EBPs and PBE

, 54–55

using mixed methods to merge EBPs and PBE

, 55–57

in special education

, 30–32

teachers in

, 32

Explanatory design

, 56–57

Exploratory research

, 55–56

External validity

, 53

Facilitated communication

, 192

Fads, persistency of

ambiguous standards for progress

, 197–199

big claims, little evidence

, 193–195

diverse educational needs

, 196

eclectic approaches to instruction

, 197

gradual process of scientific advancement

, 192

special susceptibility to Fads

, 195–199

FAIR principles

, 67

Fidelity

, 185

Figshare

, 67–68

Free Appropriate Public Education (FAPE)

, 4, 9–10, 20, 135, 197

Federal definition of FAPE and High Court’s ruling in Rowley

, 10–12

standard in special education

, 135–137

Functional behavior assessments (FBAs)

, 112, 116–117

Functional MRI (fMRI)

, 77, 82–83, 131

in dyslexia research

, 82–83

works

, 82

Functional near-infrared spectroscopy (fNIRS)

, 85

Fusiform gyrus

, 91–92

Gist processing

, 161

Green OA

, 70

Handle with Care Act

, 138

Handwriting strategies

, 176–177

HARKing

, 63–65

High Court’s ruling

in Endrew F.

, 12–13

Federal definition of FAPE and High Court’s ruling in Rowley

, 10–12

High school, reading development in

, 156–159

Human immunodeficiency virus (HIV)

, 141

Human reproduction

, 126–127

Hybrid OA

, 69–70

Hyperlexia

, 157–158

IDEA. See Individuals with Disabilities Education Act (IDEIA)

In vitro fertilization (IVF)

, 128

In-principle acceptance (IPA)

, 66

Inclusion

, 2

Individual Education Plans

, 4

Individualization

, 39–40

Individualized Education Program (IEP)

, 9–10, 13–14, 135–136

significance as legal document delineating provision of services to students with disabilities

, 14

Individualized Writing Instruction Plan

, 184

Individuals with Disabilities Education Act (IDEIA)

, 3–4, 9–10, 135–137

Inference

, 160–161

Inferior longitudinal fasciculus (ILF)

Information sharing

, 140–143

Innovations in special education

, 192

Innovative approach for preparing teachers to teach writing to students

, 182–186

Instruction

, 126–127

Instructional coaching

, 100–101

Instructional hierarchy model

, 114

Instructional strategy

, 48

Instructional technology (IT)

, 127

Instrumental research

, 31

Integrated Database on Child and Family Programs

, 141–142

Intellectual disability (ID)

, 149–150

Intellectual impairment

, 149–150

Inter-University Consortium for Political and Social Research (ICPSR)

, 67–68

Interpretability

, 43–44

Intervention Selection Profile-Function (ISP-Function)

, 119

Irlen Method

, 194–195

Irlen Syndrome

, 194–195

Iterative process of PD research

, 104

“Kitchen sink” approach

, 197

Language delays

, 152–153

Law in public education

, 135–143

new FAPE standard in special education

, 135–137

trauma-sensitive schools

, 137–140

Learning

, 185

opportunities

, 183–184

Learning disabilities (LDs)

, 76

change and next big thing in special education

, 2–4

neuroimaging techniques limitations for understanding

, 85–86

preview of volume

, 4–7

Left inferior frontal gyrus (L-IFG)

, 87

Left superior temporal gyrus (L-STG)

, 87

Lenn v. Portland Sch. Committee

, 11–12

Likert-type scale

, 34

Listening comprehension

, 152–153, 159

Machine learning

better prediction of dyslexia risk using

, 89

Magnetic resonance imaging (MRI). See also Structural magnetic resonance imaging (sMRI)

, 77, 131

MRI-based imaging studies

, 77

Magnetic resonance spectroscopy

, 77

Magnetoencephalography

, 77

Manifestation Determination Review

, 139

Manuscripts

, 70

Mathematics professional development

, 105–106

Metacognition

, 161–162

Metadata documentation

, 66–67

Middle school, reading development in

, 156–159

Mismatch negative (MMN)

, 83–85

Mixed-method research

, 52–53, 55

Mnemonic strategies

, 54

Model-Lead-Test strategy

, 103

Modeling

, 101–102

Modern medicine

, 193

Multiple-baseline-across-subjects design study

, 103

Multitier-system-of-supports approach

, 5–6

Multitiered systems of support

, 2

Narrative skill development

, 159

National Assessment of Educational Progress (NAEP)

, 98, 173–174

National Center for Systemic Improvement (NCSI)

, 100–101

National Institute for Direct Instruction

, 195

National Longitudinal Transition Study-2 (NLTS2)

, 150

National Reading Panel

, 151–152

Near-infrared spectroscopy/optimal imaging (NIRS)

, 77

Negative valence

, 130–131

Neurobiology of disabilities

, 76

Neurodiversity

, 129

Neuroimaging

, 131–132

techniques limitations for understanding learning disability

, 85–86

technology

, 76–77

Neuroscience. See also Open science

, 130–135

better prediction of dyslexia risk using machine learning

, 89

depressive disorders

, 132

implications for special educators of students with EBD

, 132–135

neuroimaging

, 131

neuroscientific methods

, 77–86

reading disorders

, 132

in special education

, 89–92

special education researchers and

, 76

special education researchers use neuroscientific data

, 91–92

testing effects of intervention

, 87–89

understanding etiology of dyslexia

, 86–87

use of neuroscience to classify mental disorders

, 130–131

value for special education research

, 86–89

Neuroscientific methods

, 77–86

diffusion MRI

, 80–82

ERP

, 83–85

functional MRI

, 82–83

MRI-based imaging studies

, 77–79

neuroimaging techniques limitations for understanding learning disability

, 85–86

sMRI

, 77–80

No Child Left Behind (NCLB)

, 197–198

Non-deficit–based instruction

, 116

Obsessive–compulsive disorder (OCD)

, 129

Occipitotemporal gyrus

, 91–92

One-size-fits-all approach

, 5–6

Online diagnostic tool

, 184

Online learning

, 2

Open access (OA)

, 62, 69, 71

Open data and materials

, 62, 66, 68

Open peer review

, 68–69

Open review

, 62

Open science

, 62

open access and preprints

, 69–71

open data and materials

, 66–68

open peer review

, 68–69

practices

, 64, 71

preregistration and Registered Reports

, 64–66

Open Science Collaboration

, 61–62

Open Science Framework (OSF)

, 33, 64–65, 67–68

Oral language

, 152–153

p-hacking

, 63–64, 66

Participants

, 33

Peer-reviewed research

, 35

Performance feedback

, 102

Phonological awareness

, 155–156

Phonological Awareness Literacy Screening for Preschoolers (PALS)

, 155–156

Pick ideas, Organize strategy (POW strategy)

, 180

Pinterest

, 48–49

PLAN + WRITE

, 180

Policy in public education

, 135–143

information sharing and data privacy

, 140–143

new FAPE standard in special education

, 135–137

trauma-sensitive schools

, 137–140

Policymakers

, 97–98

Positive valence

, 130–131

Practice-based evidence (PBE)

, 4–5, 48–49, 52, 54

combining EBPs and PBE

, 54–55

using mixed methods to merge EBPs and PBE

, 55–57

Preimplantation genetic diagnosis (PGD)

, 128

Preprints

, 62, 69, 71

Prereading skills

, 87

Preregistration

, 62, 64–66

Present level of academic and functional performance (PLAAFP)

, 13–15

relevant and current PLAAFP statements

, 17–18

Prime Online PD program

, 105–106

Print knowledge

, 155

Print-concept knowledge

, 154–155

Procedures

, 33–34

Professional development (PD)

, 97–98

coaching

, 100–101

iterative process of PD research

, 104

needs

, 100

providing effective PD to improve instruction and student outcomes

, 99–102

review of select coaching and PD studies in special education

, 102–103

technology-based PD research across content areas

, 104–106

works in effective coaching and

, 101–102

Progress monitoring data

, 23

collecting

, 22

Prophecy

, 125–126

PTSD

, 131

Publication bias

, 63

Purposive homogeneous case sampling

, 33–34

Qualitative Dara Repository

, 67–68

Qualitative methodologies

, 55

Quality problem analysis

, 118–119

Quantitative methodologies

, 55

Quantitative responses

, 35

Quasi-experimental study

, 103

Questionable research practices

, 63–64

Reading

, 161–162, 180–181

disorders

, 132

in elementary, middle, and high school

, 156–159

fluency/processing speeds

, 158

in individuals with ASD

, 151–154

listening comprehension

, 159

narrative skill development

, 159

reading fluency/processing speeds

, 158

skill heterogeneity

, 152

word reading/decoding

, 157–158

Reading disability (RD)

, 76

Recognizing Effective Special Education Teachers (RESET)

, 101

Registered Reports

, 62, 64, 66

Registry of Efficacy and Effectiveness Studies (REES)

, 64–65

Research

, 29–30

access

, 43–44

accessibility

, 37–38

analyses

, 34–35

awareness

, 35

barriers

, 40–41

barriers to access

, 37–38

benefits

, 38–40

benefits and barriers of utilizing research to inform practice

, 38–42

bridging research-to-practice gap

, 44

contributing factors to selection of academic and behavioral practices

, 35–36

evaluating sources

, 40

evidence-based practices

, 35

lack of skills

, 41

lack of time

, 40–41

limitations

, 44–45

limited confidence

, 36

method

, 33–35

participants

, 33

perspective on special education research

, 42–43

procedures

, 33–34

quantitative results

, 41–42

research access and interpretability

, 43–44

research accessibility

, 37–38

research awareness

, 35

research identification, accessibility, and interpretation

, 32–33

research use and evidence-based practice in special education

, 30–32

research-based instructional approaches

, 174

research-based instructional approaches for students with intensive needs

, 175–180

research–practice partnerships

, 36

teacher recommendations

, 36, 38

utilization in special education

, 42

Research Domain Criteria (RDoC)

, 130–131

Research-to-practice gap

, 4–5, 48–50, 52

combining EBPs and PBE

, 54–55

convergent design

, 57

EBPs

, 49–50

explanatory design

, 56–57

exploratory research

, 55–56

using mixed methods to merge EBPs and PBE

, 55–57

PBE

, 52–54

Response coding

, 34

Response interruption and redirection (RIRD)

, 193–194

Rev transcription service

, 34

Schizophrenia

, 129

School districts

, 97–98

School-wide positive behavior support framework (SW-PBS framework)

, 111–112

Scientific research

, 61–62

challenges to credibility and impact of

, 62–64

open-science practices

, 64–71

Self-regulated strategy development (SRSD)

, 56, 179–180

Self-regulation

, 175

Sensory integration therapy (SIT)

, 192, 194

Sentence construction

, 178

Sentence expanding activities

, 179

Sentence writing strategies

, 178–179

Sexually transmitted disease (STD)

, 141

Simple View of Writing (SVW)

, 174–175

Skill-based adaptation

, 115–116

Skills assessments

, 112

Skype

, 15

“Snake oil”

, 193

Social communication

, 153–154

Social media

, 48–49

Social processes

, 130–131

Social Skills Improvement System (SSIS)

, 116

Social Skills Intervention Guide

, 116

Social-emotional learning

, 2

Sound scientific research

, 64

Special education

, 3–4, 126–127

change and next big thing in

, 2–4

interventions in

, 193–194

neuroscience value for special education research

, 86–89

professionals

, 196

research

, 42–43

researchers in

, 63

review of select coaching and PD studies in

, 102–103

Special educators

, 29–30, 192–193

Specific comprehension skill difficulties

, 160–162

gist processing

, 161

inference

, 160–161

metacognition

, 161–162

Specific language impairment (SLI)

, 161

Specific reading subcomponent skills

emergent literacy

, 154–155

phonological awareness

, 155–156

print knowledge

, 155

Speech delays

, 152–153

Spelling strategies

, 177–178

Staff, training and demands on

, 119

Stakeholders in public education

, 195

Strengths and Difficulties Questionnaire (SDQ)

, 114

Structural magnetic resonance imaging (sMRI)

, 77, 80

in dyslexia research

, 80

works

, 77–80

Student Intervention Matching form (SIM)

, 119

Study of Personnel Needs in Special Education (SPeNSE)

, 98

Systematic error correction

, 103

Targeted intervention planning (TIP)

, 114

Teacher recommendations

research accessibility

, 38

research–practice partnerships

, 36

Teachers

currently learn to teach writing

, 180–181

currently teach writing

, 181–182

innovative approach for preparing teachers to teach writing to students

, 182–186

self-efficacy

, 181

Technologies

, 126–130

artificial intelligence

, 128

artificial reproductive technologies

, 128–130

instructional technology

, 127

mathematics professional development

, 105–106

technology-based PD research across content areas

, 104–106

vocabulary-based professional development

, 104–105

Teleconferencing

, 15

Test of Preschool Emergent Literacy (TOPEL)

, 155–156

Testing efficacy of dual-purpose interventions

, 164–166

Text generation

, 175

Theory of mind (ToM)

, 154, 160

Tic disorders

, 129

Tier 2 interventions

, 111–112

Tier 3 interventions

, 112

Tier-2 interventions

, 5–6

Time

, 40–41

Tourette’s syndrome

, 129

Transcription

, 175

skills

, 175–176

Trauma-Informed Care for Children and Families Act

, 138

Trauma-Informed Schools Act

, 138

Trauma-sensitive schools

, 137–140

Trust

, 39

Trustworthiness

, 51

Tucker Signing Strategies for Reading

, 103

Typically developing samples (TD samples)

, 152

Unison responding

, 103

Usability

, 51–52

Vocabulary-based professional development

, 104–105

Web-based meeting platforms

, 15

“Western” medicine

, 126

Word reading/decoding

, 157–158

Working memory

, 175

World Health Organization

, 126

Writing

, 174

Yin and yang symbol

, 54

Zoom

, 15