Bryan G. Cook, Melody Tankersley, Timothy J. Landrum
It is important that stakeholders are aware of practices supported as effective for students with learning and behavioral disabilities in order to provide instruction that results in improved learner outcomes. Perhaps equally important, stakeholders should also know which practices have been shown
by research to be ineffective (e.g., have no, small, or inconsistent effects on learner outcomes). Special education has a long history of using practices that, though appealing in some ways, have little or no positive impact on learner outcomes. In order to bridge the gap between research and
practice, educators must be aware of which practices work (and prioritize their use) and which do not (and avoid their use). In this volume, each chapter describes two practices one supported as effective by research and one shown by research to be ineffective in critical areas of education for
students with learning and behavioral disabilities. Chapter authors will provide readers guidance in how to do this for each effective practices and provide concrete reasons to not do this for each ineffective practice.
This proposed volume will provide in-depth coverage about a construct known as the broad autism phenotype (BAP). The BAP encompasses biological, cognitive, emotional, behavioral, and interpersonal characteristics resembling those found on the autism spectrum, although more subtle than what is
evident among individuals who meet formal criteria for an autism spectrum diagnosis. Initially identified in 1994, the BAP has been receiving increased attention due to the recognition of autism as a spectrum of disorders that vary in symptoms and severity.
Melody G. Tankersley, Bryan G. Cook, Timothy J. Landrum
How do students with learning disabilities or emotional and behavioral disorders fare in adulthood? Are their rates of employment, graduation from post-secondary schools, living independently similar to their non-disabled peers? What can schools and communities do to teach and support youth and
young adults with learning disabilities or emotional and behavioral disorders? This Transition of Youth and Young Adult volume presents eminent scholars discussing critical and timely topics related to the transition of youth and young adults with learning disabilities and emotional and behavioral
disorders and provides a comprehensive selection of chapters that address variables, issues, practices, and outcomes related to the broad topic of transition.