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Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors or identified with disabilities. We identified eleven studies in the literature examining DBRCs with 390 participants with attention-deficit hyperactivity disorder, specific learning disabilities, emotional behavioral disorders, speech and language, multiple disabilities, other health impairments, or considered to have disruptive behavior in Pre-K through sixth grade academic settings. We also calculated effect sizes overall for each study and student-based characteristics. Findings suggest that using DBRCs have a range from weak to strong impact on the academic and social behaviors of students considered to have disruptive behaviors or students with disabilities in classroom settings. We present implications for research and practice.

Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. As a consequence, engagement in class as well as academic progress suffers. A review of the literature was conducted to examine the effects of teacher praise on attending behaviors and academic achievement of students with emotional disabilities. Results of ten studies meeting inclusion criteria were analyzed. Findings suggest teacher praise positively affected attending behaviors with increases in on-task behaviors and decreases in disruptive behaviors. A relationship between teacher praise and academic achievement could not be established due to confounding variables; however, a relationship between teacher praise and student age emerged. Teacher praise affected attending behaviors of younger participants' more than older participants. Limitations, teaching implications and future research are discussed.

In comparison to the past, more students with disabilities are being included in the general education classroom for science instruction. Though inquiry-based instruction has not shown to be an effective practice for students with disabilities, it is vastly becoming the dominant practice in science education. The purpose of this review is to examine the effects of inquiry based instruction on science achievement for students with disabilities. The twelve studies, meeting selection criteria, report improvement in science achievement using inquiry practices. The participants and settings, variations of inquiry-based instruction, science achievement measures, and teacher training were addressed in this review. Two major contributions have resulted from analyzing the twelve studies. First, students with disabilities require supports to participate in an inquiry-based lesson and demonstrate progress on science achievement measures. Second, science achievement improves when components of explicit instruction are utilized in both the general and special education setting for students with disabilities.

Understanding science concepts and phenomena is important for an increasingly complex global society. For students with disabilities, there continue to be huge achievement disparities in science achievement when compared to their peers without disabilities. This includes students with autism spectrum disorder (ASD). The current study examines and analyzes published research on science and science‐related achievement for students with ASD. The authors reviewed characteristics of the research related to science achievement for students with ASD from 2000 through 2018 and analyzed included data to evaluate the effectiveness of the interventions included in the studies. Implications for research and teaching are discussed. [ABSTRACT FROM AUTHOR]