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Addressing decoding difficulties with students in Grades 6-12 presents challenges, but ongoing intervention remains important in secondary grades. This article draws from research to outline a multistep process and provide resources for administering informal diagnostic assessments, using data to develop individualized and systematic intervention plans, and addressing challenges specific to adolescent readers. Using these recommendations and tools, teachers can tailor interventions to meet the unique needs of secondary students with reading disabilities.

This observation study documents the amount and quality of mathematics instruction provided to students with intellectual and developmental disabilities in kindergarten through second grade in self-contained special education settings. We observed six special education teachers and their students (N = 12) during a total of 967 minutes allotted to early numeracy and mathematics instruction. Mathematics and early numeracy instruction comprised 59.7% of all observed time allotted for mathematics, followed by non-instruction (32.7%), mathematics assessment (7.3%), and instruction in other areas (0.3%). Observed content included Numbers and Quantitative Reasoning, and Measurement. Student engagement and instructional quality ratings were highest during activities involving counting non-moveable objects, and did not differ by who was leading instruction. Class sizes were small, and teachers most often taught students as a whole class or individually. Students used technology, manipulatives, and printed instructional materials during learning.

This study describes a systematic review and synthesis of high-quality intervention research for Grade K-12 students with or at risk for reading difficulties and co-occurring attention-deficit/hyperactivity disorder (SWRD+ADHD) to identify (a) the literature base for high-quality single-case design studies for SWRD+ADHD in grades K-12, (b) the student, study, and intervention characteristics of these studies, (c) the effects of these interventions on reading and behavior outcomes, and (d) the collateral impact of reading interventions and behavior interventions on behavior outcomes and reading outcomes, respectively. Our search and screening process yielded 14 eligible studies published between 1975 to 2021. Five studies implemented a reading intervention, seven studies implemented a behavior support intervention, and two studies implemented a combined reading with behavior support intervention. Tau-U effect sizes ranged from -1.20 to 1.00 for reading inventions and from 0.62 to 1.14 for behavior support interventions. No reading intervention measured a behavior outcome, and no behavior support intervention measured a reading outcome. The two combined reading with behavior support interventions found positive effects on reading fluency (Tau-U range: 0.03 to 0.96), and only one of these studies measured behavior. Findings provide evidence for word reading instruction to improve word reading outcomes and self-monitoring and function-based interventions to be effective at improving student behavior. Future reading intervention research is needed to better understand how to best improve the reading and behavioral outcomes for SWRD+ADHD in grades K-12. A PRISMA-compliant abstract can be found at https://bit.ly/swrdadhd_osf.

The purpose of this study was to compare the effects of three different instructional routines and a no-feedback control condition on the acquisition of high-frequency word reading for elementary students with intellectual disability. The three conditions were whole-word feedback, letter-name feedback, and letter-sound feedback. The primary dependent measure was word recognition (i.e., the number of correctly read words). Participants included three fourth-grade students identified as having intellectual disability, taught in a special education classroom. We used an adapted alternating treatments design and randomly assigned words with similar phonetic structures to each condition. Letter-sound feedback was the superior condition for one student, whereas differentiation of conditions was not found for the other two students. We discuss the implications of our findings for selecting an instructional routine and the need for further research on how different feedback routines may support generalization to related literacy skills.

OBJECTIVE To explore older adolescents' reflective and impulsive thoughts about health- and social/appearance-related physical activity (PA) outcomes and investigate how those thoughts relate to their PA behavior. PARTICIPANTS One hundred and forty-four undergraduate students (109 women; 35 men) aged 17-19 years (M = 18.11, SD = 0.65) participated in this study in October 2015. METHODS Participants completed a Go/No-go Association Task that assessed automaticity of associations between PA words and either health outcomes or social/appearance outcomes. Questionnaires assessing PA behavior, attitudes, outcome expectations, and body image were also completed. RESULTS Participants demonstrated a positive automatic association between PA and social/appearance outcomes, F(1, 136) = 4.403, p < .05, η2 = .031, but they showed no difference in their associations between PA and desirable or undesirable health outcomes, F(1, 136) = 2.405, p = .123, η2 = .017. CONCLUSIONS Older adolescents implicitly attend to the social/appearance outcomes of PA more than potential health outcomes, indicating that social recognition and a desirable physique may be the key PA motivators for adolescents.