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Macquarie University Special Education Centre

MUSEC Briefings

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Briefing Summaries:

MUSEC Briefing 41 - Davis Dyslexia Program

MUSEC Briefing 41 Davis Dyslexia Program

References

  • Pfeiffer, S; Davis , R; Kellog, E;  Hern C; McLaughlin,  T. F and Curry, G. (2001). The effect of the Davis Learning Strategies on first grade word recognition and subsequent education referrals. Reading Improvement, 38, 74-84

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MUSEC Briefing 40 - Is it a scam?

MUSEC Briefing 40 Is it a scam?

References

  • http://raisingchildren.net.au/autism_spectrum_disorder_choosing_interventions.html#warning
  • http://www.chaddofutah.com/AssessingComplementaryand-orcontroversailtreatments.pdf
  • http://www.ncld.org/checklist/index.php?option=com_content&view=article&id=1383&Itemid=2003&lang=en
  • Jacobson, J. W., Foxx, R. M.,  & J. A. Mulick, J. A. (2005), Controversial therapies for developmental disabilities: Fad, fashion, and science in professional practice. (pp. 331-350). Mahwah, NJ: Lawrence Erlbaum.
  • Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 20, 140-149.
  • Stephenson, J.  (2004). A teacher's guide to controversial practices. Special Education Perspectives, 13, 66-74.

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MUSEC Briefing 39 - What is direct instruction?

MUSEC Briefing 39 What is direct instruction?

References

  • Becker, W.C., & Engelmann, S. (1996) Sponsor findings from Project Follow Through. Effective School Practices, 15(1). http://darkwing.uoregon.edu/~adiep/ft/becker.htm
  • Carnine, D. W., J. Silbert, J., Kame'enui, E.J., & S. Tarve, S. G. (2013) What is direct instruction? http://www.education.com/reference/article/what-direct-instruction/ (Excerpt from Direct Instruction Reading, by D.W. Carnine, J. Silbert, E.J. Kame'enui, S. G. Tarver, 2004 edition, p. 11.)
  • Carnine, D. W., J. Silbert, J., Kame'enui, E.J., & S. Tarve, S. G. (2004) Direct Instruction Reading (Fourth edition). Upper Saddle River, New Jersey: Prentice Hall  (p. 11)
  • Grossen, B. (1995-6). Overview: The story behind Project Follow Through. Effective School Practices, 15(1).  http://darkwing.uoregon.edu/~adiep/ft/grossen.htm
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge. (pp. 204-207)
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86. 
  • Rosenshine, B. (2008). Five meanings of direct instruction. Lincoln, Illinois: Centre on Innovation and Improvement.

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MUSEC Briefing 38 - Response Cards

MUSEC Briefing 38 Response Cards

References

  • Berrong, A. K., Schuster, J. W., MOrse, T. E., & COllins, B. V. (2007). The effects of response cards on active participation and social behaviour of students with moderate and severe disabilities. JOurnal of Physical and Developmental Disabilities, 19, 187-199. dpi 10.1007/s10882-007-9047-7
  • Gardner, R., Heward, W. L., & Grossi, T. A. (1994). Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction. Journal of Applied Behavior Analysis, 27, 63-71.
  • Munro, D. W., & Stephenson, J. (2009). The effect of response cards on student and teacher behaviour during vocabulary instruction. Jounral of Applied Behavior Analysis, 42, 795-800.

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MUSEC Briefing 37 - Cogmed

MUSEC Briefing 37 Cogmed

References

  • Apter, B. (2013). Improving working memory. Educational Psychology in Practice, 29(1), 96-97.
  • Chacko, A., Bedard, A.C., Marks, D.J., Feirsen, N., Uderman, J.Z., Chimiklis, A., Rajwan, E., Cornwell, M., Anderson, L., Zwilling, A. & Ramon, M. (2013). A randomized clinical trial of Cogmed Working Memory Training in school-age children with ADHD: A replication in a diverse sample using a control condition. Journal of Child Psychology and Psychiatry, 42(6), 769-783.
  • Diamond, A. (2012). Activities and programs that improve children's executive functions Current Directions in Psychological Science, 21, 335-341.
  • Egeland, J., Aarlien, A. K., & Saunes, B. (2013). Few effects of far transfer of working memory training in ADHD: A randomized controlled trial. PloS One, 8(10), 1-9.
  • Gibson, B. S., Gondoli, D. M., Kronenberger, W. G., Johnson, A. C., Steeger, C. M., & Morrissey, R. A. (2013). Exploration of an adaptive training regimen that can target the secondary memory component of working memory capacity. Memory & Cognition, 41(5), 726-737.
  • Gray, S.A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., Hockenberry, M. & Tannock, R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial. Journal of Child Psychology and Psychiatry, 53, 1277-1284.
  • Holmes, J., & Gathercole, S.E. (2013). Taking working memory training from the laboratory into schools. Educational Psychology. Online May 10
  • Karin I. E. & Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479-491.
  • Kasper, L.J., Alderson, R.M., & Hudec, K.L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clinical Psychology Review, 32(7), 605-617.
  • Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270-291.
  • Morrison, A.B., & Chein, J.M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18(1), 46-60.
  • Papp, K.V., & Snyder, P.J. (2012). Editorial to accompany - Training the brain: Fact and fad in cognitive and behavioral remediation. Brain and Cognition, 79(2), 158.
  • Pascoe, L., Roberts, G., Doyle, L. W., Lee, K. J., Thompson, D. K., Seal, M. L., Josev, E.K., Nosarti, C., Gathercole, S., & Anderson, P. J. (2013). Preventing academic difficulties in preterm children: a randomised controlled trial of an adaptive working memory training intervention - IMPRINT study. BMC Pediatrics, 13, 144-156.
  • Rabipour, S., & Raz, A. (2012). Training the brain: Fact and fad in cognitive and behavioral remediation. Brain and Cognition, 79(2), 159-179.
  • Redick, T.S., Shipstead, Z., Harrison, T.L., Hicks, K.L. Fried, D.E., Hambrick, D.Z., Kane, M.J., & Engle, R.W. (2013). No evidence of intelligence improvement after working memory training: A randomized, placebo-controlled study. Journal of Experimental Psychology, 142(2), 359-379.
  • Riccio C.A., & Gomes H. (2013). Interventions for executive function deficits in children and adolescents. Applied Neuropsychology: Child, 2(2), 133-140.
  • Shipstead, Z., Hicks, K.L., & Engle, R.W. (2012). Cogmed working memory training: Does the evidence support the claims? Journal of Applied Research in Memory and Cognition, 1(3), 185-193.
  • Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138(4), 628-654.
  • Takeuchi, H., Taki, Y., & Kawashima, R. (2010). Effects of working memory training on cognitive functions and neural systems. Reviews in the Neurosciences, 21(6), 427-49.

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MUSEC Briefing 36 - Interactive Metronome Training

MUSEC Briefing 36 Metronome Training

References

  • Taub, G,E; McGrew, K, S & Keith, T, Z. ( 2007). Improvements in interval time tracking and effects on reading achievement. Psychology in Schools, 44, 849-863.

MUSEC Briefing 35 - Mnemonics

Mnemonics

References

  • Scruggs, T.E., Mastropieri, M.A., Berkeley, S.L., & Marshak, L. (2010). Mnemonic strategies: Evidence-based practice and practice-based evidence. Intervention in School and Clinic, 46, 79 - 86. doi:10.1177/1053451210374985
  • Wolgemoth, J.R., Cobb, R.B., & Alwell, M. (2008). The effects of mnemonic interventions on academic outcomes for youth with disabilities: A systematic review. Learning Disabilities Research, 23, 1-10.

MUSEC Briefing 34 - Using Scripts to Teach Conversation Skills to Students with Autism Spectrum Disorders

Using Scripts to Teach Conversation Skills to Students with Autism Spectrum Disorders

References

  • Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81-­‐84. doi: 10.1901/jaba.2001.34-­‐81
  • Wichnick, A. M., Vener, S. M., Pyrtek, M., & Poulson, C. L. (2010). The effect of a script-­‐ fading procedure on responses to peer initiations among young children with autism. Research in Autism Spectrum Disorders, 4, 290-­‐299. doi: 10.1016/j.rasd.2009.09.016

MUSEC Briefing 33 - Behavioural Optometry

Behavioural Optometry

References

  • American Academy of Pediatrics (2011). Joint technical report - Learning disabilities, dyslexia, and vision. Pediatrics, 127, e818-e856. Retrieved from http://pediatrics.aappublications.org/content/127/3/e818
  • Barrett, B.T. (2009). A critical evaluation of the evidence supporting the practice of behavioural vision therapy. Ophthalmic and Physiological Optics,29, 4-25

MUSEC Briefing 32 - The Tomatis Method as a Treatment for Autism

The Tomatis Method

References

  • Corbett, B. A., Shickman, K., & Ferrer, E. (2008). Brief report: The effects of Tomatis sound therapy on language in children with autism. Journal of Autism and other Developmental Disorders, 38, 562-­¿566. doi: 10.1007/s10803-­¿007-­¿ 0413-­¿1.
  • Dawson, G., & Watling, R. (2000). Interventions to facilitate auditory, visual and motor integration in autism: A review of the evidence. Journal of Autism and other Developmental Disorders, 30, 415-­¿421.
  • Sinha, Y., Silove, N., Wheeler, D., & Williams, K. (updated May 30, 2007). Auditory integration training and other sound therapies for autism spectrum disorders. [Cochrane Review]. In: Cochrane Database of Systematic Reviews, 2009 (1). Available from The Cochrane Library, Wiley Interscience. doi:10.1002/14651858.CD003681.pub2.

MUSEC Briefing 31 - Visual Activity Schedules

Visual Activity Schedules

References

  • Allday, R.A. (2008). Using visual strategies to improve classroom success for students with autism. Special Education Perspectives, 17, 94-109.
  • Banda, D.R., Grimmett, E., & Hart, S. L. (2009). Helping students with autism spectrum disorders in general education classrooms manage transition issues. Teaching Exceptional Children, 41 (4) 16-21.

MUSEC Briefing 30 - Learning Styles

Learning Styles

References

  • Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004) Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge. (pp. 195-197)
  • Kavale, K., & Forness, S. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228-239. 
  • Landrum, T.J., &McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18, 6-17.
  • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.

MUSEC Briefing 29 - Functional Communication Training

Functional Communication Training

References

  • Durand, V. M., & Carr, E. G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25(4), 777-794. doi:10.1901/jaba.1992.25-777
  • Mirenda, P. (1997). Supporting individuals with challenging behavior through functional communication training and AAC: Research review. Augmentative and Alternative Communication, 13(4), 207-225. doi:10.1080/07434619712331278048
  • Wacker, D. P., Berg, W. K., Harding, J. W., Barretto, A., Rankin, B., & Ganzer, J. (2005). Treatment effectiveness, stimulus generalization, and acceptability to parents of functional communication training. Educational Psychology, 25(2), 233-256.           doi:10.1080/0144341042000301184

MUSEC Briefing 28 - Fast ForWord Language

Fast ForWord Language

References

  • Borman, G.D., Benson, J.G., & Overman, L. (2009). A randomized field trial of the Fast ForWord language computer-based training program. Educational Evaluation and Policy Analysis, 31, 82-106.
  • Cohen, W., Hodson, A., O'Hare, A., Boyle, J., Durrani, T., McCartney, E., Mattey, M., Naftalin, L., & Watson, J. (2005). Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment: Outcomes from a randomized controlled trial. Journal of Speech, Language and Hearing Research, 48, 715-729.
  • Gillam, R.B., Loeb, D.F., Hoffman, L.M., Bohman, T., Champlin, C.A., Thibodeau, L., Widen, J., Brandel, J., & Friel-Patti, S. (2008). The efficacy of Fast ForWord language intervention in school-age children with language impairment: A randomized controlled trial. Journal
    of Speech, Language, and Hearing Research, 51, 97-119.
  • Given, B.K., Wasserman, J.D., Chari, S.A., Beattie, K., & Eden, G.F. (2008). A randomized, controlled study of computer-based intervention in middle school struggling readers. Brain and Language, 106, 83-97.
  • Pokorni, J.L., Worthington, C.K., & Jamison, P.J. (2004). Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS. Journal of Educational Research, 97, 147-157.
  • Rouse, C.E., & Krueger, A.B. (2004). Putting computerized instruction to the test: A randomized evaluation of a 'scientifically based' reading program. Economics of Education Review, 23, 323-338.
  • Strong, G. K., Torgerson, C. J., Torgerson, D., & Hulme, C. (2010). A systematic meta-analytic review of evidence for the effectiveness of the 'Fast ForWord' language intervention program. Journal of Child Psychology and Psychiatry, 52, 224-235.

MUSEC Briefing Issue 27: Schema-based Instruction for Mathematics Word Problem-solving

References

  • Jitendra, A. (2002). Teaching students math problem-solving through graphic representations. TEACHING Exceptional Children, 34 (4), 34-38.
  • Jitendra, A. (2007). Solving math word problems: teaching students with leaning disabilities using schema-based instruction, Austin, TX: Pro-Ed.
  • Jitendra, A. K., George, M. P., Sood, S., & Price, K. (2010). Schema-based instruction: facilitating mathematical word problem solving for students with emotional and behavioral disorders. Preventing School Failure, 54, 145-151

 


MUSEC Briefing Issue 26: Cellfield Program

References

  • The Efficacy of the Cellfield Intervention for reading difficulties: An integrated computer-based approach targeting deficits associated with dyslexia. Lee-Ann Prideaux, Kerry A. Marsh and Dimitri Caplygin. (2005) Australian Journal of Learning Difficulties. 10, 2, 51-62.

MUSEC Briefing Issue 25: Strategic Use of Classroom Seating

References

  •  Kern, L., & Clemens, N. H. (2008). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
  • Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research. Support for Learning, 23, 89-93.
  • Wheldall, K., & Bradd, L. (2010). Classroom seating arrangements and classroom behaviour. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 181-195). London: Routledge.

MUSEC Briefing Issue 24: Specific and Contingent Teacher Praise

 References

  • Beaman, R., & Wheldall, K. (2010). Teachers' use of approval and disapproval in the classroom. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 153-180). London: Routledge.
  • Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44, 195-205
  • Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8 (1), 2-8.

MUSEC Briefing Issue 23: The Listening Program®

References

  • American Speech-Language-Hearing Association. (2004). Auditory Integration Training [Technical Report]. Available from http://www.asha.org/policy/. doi:10.1044/policy.TR2004-00260
  • Crncec, R., Wilson, S. J. & Prior, M. (2006). The cognitive and academic benefits of music to children. Educational Psychology, 26, 579-594. Doi:10.1080/01443410500342542
  • Nwora, A. J.  & Gee, B. M. (2009). A case study of a five-year-old child with pervasive developmental disorder-not otherwise specified using sound-based interventions. Occupational Therapy International, 16, 25-43. Doi:10.1002/oti.263

MUSEC Briefing Issue 22: Irlen Tinted Lenses and Overlays

References

  • American Academy of Ophthalmology. (2009). Policy Statement: Learning Disabilities, Dyslexia and Vision. Retrieved 30th December 2009 from http://www.aao.org/about/policy/upload/Learning-Disabilities-Dyslexia-Vision-2009.pdf
  • Hyatt, K. J., Stephenson, J., & Carter, M. (2009). A review of three controversial educational practices: Perceptual motor programs, sensory integration and tinted lenses. Education and Treatment of Children, 32, 313-342.
  • Kavale, K. A., & Mostert, M. P. (2004). The positive side of special education: Minimizing its fads, fancies and follies. Lanaham, MD: Scarercrow Education.
  • Parker, R. M. (1990). Power, control, and validity in research, Journal of Learning Disabilities, 23, 613-620

MUSEC Briefing Issue 21: Choosing Effective Programs for Low Progress Readers

 References

  • Department of Education, Science and Training. (2005). Teaching reading. Canberra: Department of Education, Science and Training.
  • National Institute of Child Health and Human Development, NIH, DHHS. (2000). Report of the National Reading Panel: Teaching children to read (00-4769). Washington, DC: U.S. Government Printing Office.
  • Rose, J. (2006). Independent review of the teaching of early reading: Final Report. London: Department for Education and Skills.

MUSEC Briefing Issue 20: Picture Exchange Communication System

References:

  • Preston, D. & Carter, M. (in press). A review of the Efficacy of the Picture Exchange Communication System intervention. Journal of Autism and Developmental Disorders, DOI 10.1007/s10803-009-0763-y.
  • Sulzer-Azaroff, B., Hoffman, A. O., Horton, C. B., Bondy, A., & Frost, L. (2009). The Picture Exchange Communication System (PECS): What do the data say? Focus on Autism and Other Developmental Disabilities, 24, 89-103.

MUSEC Briefing Issue 19: Sensory Integration

References:

  • Arendt, R. E., MacLean, W. E., & Baumeister, A. A. (1988). Critique of sensory integration therapy and its application to mental retardation. American Journal on Mental Retardation, 92, 401-411.
  • Hoehn, T. P., & Baumeister, A. A. (1994). A critique of the application of sensory integration therapy to children with learning disabilities. Journal of Learning Disabilities, 27, 338-350.
  • Leong, H. M., & Carter, M. (2008). Research on the efficacy of sensory integration therapy: Past, present and future. Australasian Journal of Special Education, 32, 83-99.
  • Devlin, S., Healy, O., Leader, G., & Reed, P. (2008). The analysis and treatment of problem behavior evoked by auditory stimulation. Research in Autism Spectrum Disorders, 2, 671-680.
  • Devlin, S., Leader, G., & Healy, O. (2009). Comparison of behavioral intervention and sensory-integration therapy in the treatment of self-injurious behavior. Research in Autism Spectrum Disorders, 3, 223-231.
  • Vargas, S., & Camilli, G. (1999). A meta-analysis of research on sensory integration treatment. American Journal of Occupational Therapy, 53, 189-198.

MUSEC Briefing Issue 18: Explicit Instruction for Students with Special Learning Needs

References:

  • Apps, M., & Carter, M. (2006). When all is said and done, more is said than done: Research examining constructivist instruction for students with special needs. Australian Journal of Special Education, 31, 107-125.
  • Ellis, L. A. (2005). Balancing approaches: revisiting the educational psychology research on teaching students with learning difficulties. Australian Education Review (No. 48). Camberwell: Australian Council for Educational Research. Can be accessed at http://research.acer.edu.au/aer/6/
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86.

MUSEC Briefing Issue 17: Response to Intervention

References:

  • Bender, W. N. & Shores, C. (Eds.). (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks: Corwin Press.
  • Council for Exceptional Children (2008). Responsiveness to intervention: A collection of articles from Teaching Exceptional Children. Washington, DC: Council for Exceptional Children.
  • Fuchs, L. S. & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39, 14-20.
  • US National Centre on Response to Intervention http://www.rti4success.org

MUSEC Briefing Issue 15: Weighted Vests

References:

  • Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32, 397-422.
  • Stephenson, J., & Carter, M. (2009). The use of weighted vests with children with autism spectrum disorder and other disabilities. Journal of Autism and Developmental Disorders, 39, 104-114.

MUSEC Briefing Issue 14: Precision Requests

References:

  • Kehle, T. J., Bray, M. A., & Theodore, L. A. (2000). A multi-component intervention designed to reduce disruptive classroom behavior. Psychology in the Schools, 37, 475-481.
  • Musser, E. H., Bray, M. A., Kehle, T. J. & Jenson, W. R. (2001). Reducing disruptive behaviors in students with serious emotional disturbance. School Psychology Review, 30, 294-304.

MUSEC Briefing Issue 13: Book Levelling

References:

  • Brabham, E. G., & Villaume, S. K. (2002). Leveled text: The good news and the bad news. The Reading Teacher, 55, 438-441.
  • Jamison, R., L, & Burton, W. (2002). Matching texts and readers: Leveling early reading materials for assessment and instruction. The Reading teacher, 55, 348-356.
  • Pearce, S., Wheldall, K., & Madelaine, A. (2006). MULTILIT book levels: Towards a new system for levelling texts. Special Education Perspectives, 15, 38-56.

MUSEC Briefing Issue 12: Social Stories

References:

  • Ali, S., & Frederickson, N. (2006). Investigating the evidence base of Social Stories. Educational Psychology in Practice, 22, 355-377.
  • Reynhout, G., & Carter, M. (2006). Social stories for children with disabilities. Journal of Autism & Developmental Disorders, 36, 445-469.
  • Rust, J., & Smith, A. (2006). How should the effectiveness of Social Stories to modify the behaviour of children on the autism spectrum be tested? Autism, 10, 125-138.
  • Sansosti, F., Powell-Smith, K., & Kincaid, D. (2004). A research synthesis of social story interventions for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 194-204.

MUSEC Briefing Issue 11: Dore/DDAT Exercise Program

References:

  • Reynolds, D., Nicolson, R. I., & Hambly, H. (2003). An evaluation of an exercisebased treatment for children with reading difficulties. Dyslexia, 9, 48-71
  • Snowling, M., & Hulme, C. (2003). A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties - 'lies, damned lies and (inappropriate) statistics', Dyslexia, 9, 127-133
  • White, S., Milne, E., Rosen, S., Hansen, P., Swettenham, J., Frith, U., & Ramus, F. (2006). The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children. Developmental Science, 9, 237-269

MUSEC Briefing Issue 10: Parents Identifying Giftedness

References:

  • Alsop, G. (1997). Coping or counselling: Families of intellectually gifted students. Roeper Review, 20(1), 28-. Retrieved November 11, 2005 from Expanded Academic ASAP database.
  • Copenhaver, R. W., & McIntyre, D. J. (1992). Teachers' perceptions of gifted students. Roeper Review, 14, 151-153.
  • Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5th ed., pp. 32-44). Boston: Allyn and Bacon.
  • Gear, G. H. (1976). Accuracy of teacher judgment in identifying intellectually gifted children: A review of the literature. Gifted Child Quarterly, 20, 478-489.
  • Jacobs, J. C. (1971). Effectiveness of teacher and parent identification of gifted as a function of school level. Psychology in the Schools, 8, 140-142.
  • Plunkett, M. (2000). Impacting on teacher attitudes toward gifted students. Australasian Journal of Gifted Education, 9(2), 33-42.
  • Richert, E. S. (1997). Excellence with equity in identification and programming. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 75-88). Boston: Allyn & Bacon.

MUSEC Briefing Issue 9: Facilitated Communication

References:

  • Jacobson, J. W., Foxx, R. M., & Mulick, J. A. (2005). Controversial therapies for developmental disabilities; Fad, fashion and science in professional practice. Mahwah, NJ: Lawrence Erlbaum.
  • Jacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995). A history of facilitated communication: Science, Pseudoscience, and Antiscience: Science working group on facilitated communication. American Psychologist, 50, 750-765.
  • Montee, B. B., Miltenberger, R. G., & Wittrock, D. (1995). An experimental analysis of facilitated communication. Journal of Applied Behavior Analysis, 28, 189-200.
  • Shane, H. C. (1994). Facilitated communication: The clinical and social phenomenon. San Diego, CA: Singular Press.

MUSEC Briefing Issue 8: Teacher Aides

References:

  • Giangreco, M. F., & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and other Developmental Disabilities, 20, 10-26.
  • Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). "Be careful what you wish for..." Five reasons to be concerned about the assignment of individual paraprofessionals. TEACHING Exceptional Children, 37(5), 28-34.
  • Giangreco, M. F., Edelman, S., Broder, S. M., & Doyle, M. B. (2001). Paraprofessional support of students with disabilities; Literature from the last decade. Exceptional Children, 68, 45-63.

MUSEC Briefing Issue 7: Behavious Chain Interruption Strategy

References:

  • Carter, M., & Grunsell, J. (2001). The behavior chain interruption strategy: A review of research and discussion of future directions. Journal of The Association for Persons with Severe Handicaps, 26, 37-49.
  • Grunsell, J., & Carter, M. (2002). The behavior chain interruption strategy: Generalization to out-of-routine contexts. Education and Training in Mental Retardation and Developmental Disabilities, 37, 378-90.
  • Hunt, P., & Goetz, L. (1988). Teaching spontaneous communication in natural settings using interrupted behavior chains. Topics in Language Disorders, 9, 58-71.
  • Sigafoos, J., & Littlewood, R. (1999). Communication intervention of the playground: A case study on teaching requesting to a young child with autism. International Journal of Disability, Development and Education, 46, 421-29.

MUSEC Briefing Issue 6: Knowing what works

References:


MUSEC Briefing Issue 5: BrainGym®

References:

  • Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453-468.
  • Kavale, K., & Mattson, P. D. (1983). "One jumped off the balance beam": Meta-analysis of perceptual-motor training. Journal of Learning Disabilities, 16, 165-173.
  • Vaughn, S., & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? Journal of Special Education, 37, 140-147.

MUSEC Briefing Issue 4: Curriculum-Based Measurement of Reading

References:

  • Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
  • Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184-192.
  • Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement research. School Psychology Review, 33, 188-192.
  • Madelaine, A., & Wheldall, K. (1999). Curriculum-based measurement of reading: A critical review. International Journal of Disability, Development and Education, 46, 71-85.
  • Madelaine, A., & Wheldall, K. (2004). Curriculum-based measurement of reading: Recent Advances. International Journal of Disability, Development and Education, 51, 57-82.

MUSEC Briefing Issue 3: Reading Recovery for Young Struggling Readers

References (updated November 2010):

  • Reynolds, M., & Wheldall, K. (2007). Reading Recovery twenty years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54, 199-223.
  • Reynolds, M., Wheldall, K. & Madelaine, A. (2009). The devil is in the detail regarding the efficacy of Reading Recovery: A rejoinder to Schwartz, Hobsbaum, Briggs, and Scull. International Journal of Disability, Development and Education, 56, 17-35.
  • Schwartz, R. M., Hobsbaum, A., Briggs, C., & Scull, J. (2009). Reading Recovery and evidence-based practice: A response to Reynolds and Wheldall (2007). International Journal of Disability, Development and Education, 56(1): 5-15.

MUSEC Briefing Issue 2: Behavourial Momentum

References:

  • Ardoin, S. P., Martens, B. K., & Wolfe, L. A. (1999). Using high-probability instruction sequences with fading to increase students compliance during transitions. Journal of Applied Behaviour Analysis, 32, 339-351.
  • Davis, C., & Reichle, J. (1996). Variant and invariant high-probability requests: Increasing appropriate behaviours in children with emotional-behavioural disorders. Journal of Applied Behaviour Analysis, 29, 471-482.
  • Lee, D., Belfiore, P. J., Scheeler, M. C., Hua, Y., & Smith, R. (2004). Behavioural momentum in academics: Using embedded high-p sequences to increase academic productivity. Psychology in the Schools, 41, 789-801.
  • Nevin, J. A. (1996). The momentum of compliance. Journal of Applied Behaviour Analysis, 29, 535-547.
  • Romano, J. P., & Roll, D. (2000). Expanding the utility of behavioural momentum for youth with developmental disabilities. Behavioral Interventions, 15, 99-111.
  • Wehby, J. H., & Hollahan, M.S. (2000). Effects of high probability requests on the latency to initiate academic tasks. Journal of Applied Behaviour Analysis, 33, 259-262.

MUSEC Briefing Issue 1: Multisensory Environments to Reduce Challenging Behaviour in People with Severe Disabilities

References:

  • Chan, S., Fung, M. Y., Tong, C. W., & Thompson, D. (2005). The clinical effectiveness of a multisensory therapy on clients with developmental disability. Research in Developmental Disabilities, 26, 131-142.
  • Hogg, J., Cabet, J., Lambe, L., & Smeddle, M. (2001). The use of 'Snoezelen' as multisensory stimulation with people with intellectual disabilities: A review of the research. Research in Developmental Disabilities, 22, 353-372.
  • Martin, N. T., Gaffan, E. A., & Williams, T. (1998). Behavioural effects of long-term multisensory stimulation. British Journal of Clinical Psychology, 37, 69-82.
  • Stephenson, J. (2002). Characterization of multisensory environments: Why do teachers use them? Journal of Applied Research in Intellectual Disabilities, 15, 73-90.
  • Withers, P. S., & Ensum, I (1995). Successful treatment of severe self injury incorporating the use of DRO, a Snoezelen room and orientation cues. British Journal of Learning Disabilities, 23, 164-167.