Library

• Project GOAL Advisor Response Tool

• The Meadows Center for Preventing Educational Risk. (2011). Dropout prevention intervention implementation guide. Austin, TX: Author. 

• The Meadows Center for Preventing Educational Risk. (2011). Dropout prevention intervention fidelity measurement form [Daily interventions]. Unpublished instrument. 
  

• The Meadows Center for Preventing Educational Risk. (2010). Dropout prevention intervention fidelity measurement form [GOAL sessions]. Unpublished instrument. 
  

• MCPER Report 2009–2010

• A Review of High School Completion Rates and Dropout Prevention for Students Identified With Limited English Proficiency: A Report to the 82nd Texas Legislature

• Wanzek, J., Boardman, A., Vaughn, S., & Harbor, A. (2010). Vocabulary and comprehension: Effective upper-elementary interventions for students with reading difficulties. Austin, TX: The Meadows Center for Preventing Educational Risk.
• Wanzek, J., Harbor, A., & Vaughn, S. (2010). Word recognition and fluency: Effective upper-elementary interventions for students with reading difficulties. Austin, TX: The Meadows Center for Preventing Educational Risk.
• Building RtI Capacity: Campus Needs Assessment Tool – Behavior
• Building RtI Capacity: Campus Needs Assessment Tool – Mathematics
• Building RtI Capacity: Campus Needs Assessment Tool – Reading
• Building RtI Capacity: Instructional Decision-Making Procedures for Ensuring Appropriate Instruction for Struggling Students in Grades K-3
• The Path to College: A Summary of "Helping Students Navigate the Path to College: What High Schools Can Do"
  
• MCPER Annual Report 2008–2009
  
• Addressing School Dropout in Texas: A Summary for Administrators and Policymakers of "Dropout Prevention: A Practice Guide"
• Addressing School Dropout in Texas: A Summary for Teachers and Practitioners of "Dropout Prevention: A Practice Guide"
• Denton, C., Bryan, D., Wexler, J., Reed, D., & Vaughn, S. (2007). Effective instruction for middle school students with reading difficulties: The reading teacher’s sourcebook. Austin, TX: Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin.

• Announcement Archives
• Event Archives
• Autism Spectrum Disorders Institute: All Content Pages
• Dropout Prevention Institute: Resources
• Dropout Prevention Institute: Secondary Interventions
• Mathematics Institute for Learning Disabilities and Difficulties: Elementary Assessment and Intervention
• Mathematics Institute for Learning Disabilities and Difficulties: Resources
• Projects: Center on Instruction Special Education Strand

• 2011-2012 Building Capacity for Response to Intervention (RtI) Implementation Project
• Center on Instruction
• Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE)
• College and Career Readiness Initiative: English/Language Arts Faculty Collaborative
• Early Mathematics Intervention
• Evaluation of Reading Comprehension Interventions
• Texas Adolescent Literacy Academies (TALA)
• Texas Center for Learning Disabilities

Barth, A. E., Denton, C. A., Stoebing, K. K., Fletcher, J. M., Cirino, P. T., Francis, D. J., & Vaughn, S. (2010). A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention. Journal of the International Neuropsychological Society, 16, 526–536. doi:10.1017/S1355617710000135

Block, N. F. (2008). A study of a response to intervention model for urban sixth-grade: Analyzing reading, language, and learning differences in tier 1 and tier 2. Doctoral dissertation, Claremont Graduate University, Claremont, CA.

Bryant, B. R., & Bryant, D. P. (2008). Introduction to the special series: Mathematics and learning disabilities. Learning Disability Quarterly, 31(1), 3–8. 

Bryant, D. P., Bryant, B. R., Gersten, R., Scammacca, N., & Chavez, M. (2008). Mathematics intervention for first- and second-grade students with mathematics difficulties: The effects of Tier 2 intervention delivered as booster lessons. Remedial and Special Education, 29(1), 20–32.

Bryant, D. P., Bryant, B. R., Gersten, R. M., Scammacca, N. N., Funk, C., Winter, A., . . . Pool, C. (2008). The effects of tier 2 intervention on the mathematics performance of first-grade students who are at risk for mathematics difficulties. Learning Disability Quarterly, 31(2), 47-63.

Bryant, D. P., Bryant, B. R., Hughes, K., & Porterfield, J. A. (in press). Evidence-based intervention for primary age students with mathematics challenges. In N. Gallenstein & D. Hodges (Eds.), Mathematics for all: Instructional strategies to assist students with special learning needs. Association for Childhood Education International.

Bryant, B. R., Bryant, D. P., Kethley, C., Kim, S. A., Pool, C., & You-Jin, S. (2008). Preventing mathematics difficulties in the primary grades: The critical features of instruction in textbooks as part of the equation. Learning Disability Quarterly, 31(1), 21-35.

Bryant, B. R., Bryant, D. P., Shih, M., & Seok, S. (2010). Assistive technology and supports provision: A selective review of the literature and proposed areas of application. Exceptionality: A Special Education Journal, 18(4), 203–213.

Bryant, B. R., Shih, M., & Bryant, D. P. (2009). Gray oral reading test – Fourth edition. In J. A. Naglieri & S. Goldstein (Eds.), A practitioner’s guide to assessment of intelligence and achievement. Hoboken, NJ: John Wiley & Sons.

Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. New York, NY: Pearson Education.

Cannella-Malone, H., O’Reilly, M., Sigafoos, J., & Chan, J. (in press). Combined curricular intervention with brief hands down to decrease hand mouthing and use of arm splints for a young boy with profound disabilities. Education and Training in Developmental Disabilities.

Chan, J. M., & O’Reilly, M. F. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405-409.

Chard, D. J., Baker, S. K., Clarke, B., Jungjohan, K., Davis, K., & Smolkowski, K. (2008). Preventing early mathematics difficulties: The feasibility of a rigorous kindergarten mathematics curriculum. Learning Disability Quarterly, 31(1), 11-20.

Cheesman, E., Hougen, M., & Smartt, S. (2010). Higher education collaboratives: Aligning research and practice in teacher education. Perspectives on Language and Literacy, 36(4), 31–35.

Ciullo, S., Solis, M., & Vaughn, S. (2010). Critical components of a response to intervention framework: Essential ideas for campus implementation. The Oklahoma Reader, 45(2), 8–16.

Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M. (2010). Effectiveness of a supplemental early reading intervention scaled up in multiple schools. Exceptional Children, 76, 394–416.

Denton, C. A., & Vaughn, S. (2010). Preventing and remediating reading difficulties: Perspectives from research. In T. A. Glover & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 78–112). New York, NY: Guilford Press.

Denton, C. A., & Vaughn, S. (2010). Preventing and remediating reading difficulties: Perspectives from research. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model including RTI (pp. 469–500). Bethesda, MD: National Association of School Psychologists.

Didden, R., Sigafoos, J., Green, V., Korzilius, H., Mouws, C., Lancioni, G., . . . & Curfs, L. (2008). Behavioral flexibility in individuals with Angelman syndrome, down syndrome, non-specific developmental disability, and autism spectrum disorder. Journal of Intellectual Disability Research, 52, 503–509.

Francis, D. J., & Vaughn, S. (2009). Effective practices for English language learners in the middle grades: Introduction to the special issue. Journal of Research on Educational Effectiveness, 2(4), 289–296.

Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31(2), 79-92.

Fuchs, L. S., Powell, S. R. Seethaler, P. M., Fuchs, D., Hamlett, C. L., Cirino, P. T., & Fletcher, J. M. (2009). A framework for remediating number combination deficits. Exceptional Children, 76(2), 135–156.

Glover, T. A., & Vaughn, S. (Eds.). (2010). The promise of response to intervention: Evaluating current science and practice. New York, NY: Guilford Press.

Hairrell, A. (2008). A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms. Doctoral dissertation, Texas A&M University, College Station, TX.

Hairrell, A., Edmonds, M. S., Vaughn, S., & Simmons, D. (2010). Independent silent reading for struggling readers: Pitfalls and potential. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting silent reading: New directions for teachers and researchers (pp. 275–289). Newark, DE: International Reading Association.

Hairrell, A., Simmons, D., Swanson, E. A., Edmonds, M. S., Vaughn, S., & Rupley, W. H. (2010). Translating vocabulary research to social studies instruction: Before, during, and after text-reading strategies. Intervention in School and Clinic, 46(4), 1–7.

Hjelm, J., Wanzek, J., & Vaughn, S. (in press). Preventing and remediating reading difficulties for elementary and secondary students. In G. D. Sideridis & T. A. Citro (Eds.), Best practices in learning disabilities: Volume 2.

Kagohara, D. M., van der Meer, L., Achmadi, D., Green, V. A., O’Reilly, M. F., Mulloy, A., . . . Sigafoos, J. (2010). Behavioral intervention promotes successful use of an iPod-based communication device by an adolescent with autism. Clinical Case Studies, 9, 328–338.

Kang, S., Lang, R. B., O’Reilly, M., Davis, T. N., Machalicek, W., Rispoli, M. J., & Chan, J. M. (2010). Problem behavior during preference assessments: An empirical analysis and practical recommendations. Journal of Applied Behavior Analysis, 43(1), 137–141. doi:10.1901/jaba.2010.43-137

Lang, R., Davis, P., O’Reilly, M., Machalicek, W., Rispoli, M. J., Sigafoos, J., . . . Regester, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43(1), 113–118. doi:10.1901/jaba.2010.43-113

Lang, R. B., Didden, R., Machalicek, W., Rispoli, M. J., Sigafoos, J., Lancioni, G., . . . Kang, S. (2010). Behavioral treatment of chronic skin-picking in individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities: A Multidisciplinary Journal, 31(2), 304–315.

Lang, R. B., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., & Smith, W. (2010). Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4(4), 565–576.

Lang, R., O’Reilly, M. F., Lancioni, G., Machalicek, W., Rispoli, M., & Chan, J. (2008). A comparison of functional analysis results when conducted in contrived versus naturalistic settings. Journal of Applied Behavior Analysis, 41, 441–445.

Lang, R., O’Reilly, M., Lancioni, G., Rispoli, M., Machalicek, W., Chan, J., & Langthorne, P. (in press). Discrepancy in functional analysis results across two applied settings: Implications for intervention design. Journal of Applied Behavior Analysis.

Lang, R., O’Reilly, M., Rispoli, M., Shogren, K., Machalicek, W., Sigafoos, J., & Regester, A. (2009). Review of interventions to increase functional and symbolic play in children with autism. Education and Training in Developmental Disabilities, 44, 481–492.

Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G. E., Machalicek, W., Rispoli, M., & White, P. (2009). Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy: A pilot study. Journal of Applied Behavior Analysis, 42, 889–894.

Lang, R., O’Reilly, M., Sigafoos, J., Machalicek, W., Rispoli, M., Shogren, K., . . . Hopkins, S. (in press). A review of teacher involvement in the applied intervention research for children with autism spectrum disorders. Education and Training in Developmental Disabilities.

Lang, R. B., Sigafoos, J., Lancioni, G., Didden, R., & Rispoli, M. J. (2010). Influence of assessment setting on the results of functional analyses of problem behavior. Journal of Applied Behavior Analysis, 43(3), 565–567. doi:10.1901/jaba.2010.43-565

Machalicek, W., Davis, T., O’Reilly, M., Beretvas, N., Sigafoos, J., Lancioni, G., . . . Edrisinha, C. (2008). Teaching social skills in school settings. In J. Luiselli, D. Russo, W. Christian, & S. Wilczynski (Eds.), Effective practices for children with autism: Educational and behavior support interventions that work (pp. 269–298). New York, NY: Oxford University Press.

Machalicek, W., O’Reilly, M. F., Beretvas, N., Sigafoos, J., Lancioni, G., Sorrells, A., . . . Rispoli, M. (2008). A review of school-based instructional interventions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 2, 395-416.

Machalicek, W., O’Reilly, M., Chan, J., Lang, R., Rispoli, M., Davis, T., . . . Didden, R. (in press). Using videoconferencing to conduct functional analysis of challenging behavior and develop classroom behavioral support plans for students with autism. Education and Training in Developmental Disabilities.

Machalicek, W., Shogren, K., Lang, R., Rispoli, M., O’Reilly, M. F., Hetlinger Franco, J., & Sigafoos, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3(2), 547-555.

Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.

Mulloy, A., Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G., & Rispoli, M. (2010). Gluten-free and casein-free diets in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4(3), 328–339. doi:10.1016/j.rasd.2009.10.008

Murray, C. S., Woodruff, A. L., & Vaughn, S. (2009). First-grade student retention within a 3-tier reading framework. Reading & Writing Quarterly, 26, 26–50. doi:10.1080/10573560903396934

Olive, M. L., de la Cruz, B., Davis, T. N., Chan, J. M., Lang, R. B., O’Reilly, M. F., & Dickson, S. M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. Journal of Autism and Developmental Disorders, 37, 1505-1513.

O’Reilly, M., Lang, R., Davis, T., Rispoli, M., Machalicek, W., Sigafoos, J., . . . Didden, R. (2009). A systematic examination of different parameters of presession exposure to tangible stimuli that maintain problem behavior. Journal of Applied Behavior Analysis, 42, 773–783.

O’Reilly, M., Rispoli, M., Davis, T., Machalicek, W., Lang, R., Sigafoos, J., . . . Didden, R. (2010). Functional analysis of challenging behavior in children with autism spectrum disorders: A summary of 10 cases. Research in Autism Spectrum Disorders, 4, 1–10.

O’Reilly, M., Sigafoos, J., Lancioni, G., Green, V., Edrisinha, C., Machalicek, W., . . . Didden, R. (2008). Examination of a social skills problem-solving intervention to treat selective mutism. Behavior Modification, 32, 182–195.

O’Reilly, M. F., Sigafoos, J., Lancioni, G., Rispoli, M., Lang, R., Cha, J., . . . Langthorne, P. (2008). Manipulating the behavior-altering effect of the motivating operation: Examination of the influence on challenging behavior during leisure activities. Research in Developmental Disabilities, 29, 333–340.

Pituch, K. A., Green, V. A., Didden, R., Lang, R., O’Reilly, M. F., Lancioni, G. E., & Sigafoos, J. (2011). Parent reported treatment priorities for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 135–143.

Reed, D., & Vaughn, S. (2010). Reading interventions for older students. In T. A. Glover & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 143–186). New York, NY: Guilford Press. 

Roberts, G., Mohammed, S., & Vaughn, S. (2010). Reading achievement across three language groups: Growth estimates for overall reading and reading sub-skills using the Early Childhood Longitudinal Survey. Journal of Educational Psychology, 102(3), 668–686.

Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with LD or at risk for LD. Learning Disabilities Research and Practice, 44, 439–454.

Robinson, D. H., Katayama, A. D., Odom, S., Beth, A., Hsieh, Y. P., & Vanderveen, A. (in press). Increasing text comprehension and graphic note-taking using a partial graphic organizer task. Journal of Educational Research.

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73(4), 488-509.

Sigafoos, J., Didden, R., Schlosser, R., Green, V., O’Reilly, M., & Lancioni, G. (2008). A review of intervention studies on teaching AAC to individuals who are deaf and blind. Journal of Developmental and Physical Disabilities, 20, 71–99.

Sigafoos, J., Drasgow, E., Duker, P., O’Reilly, M., Lancioni, G., & Reichle, J. (2009). General intervention approaches for teaching speech and its prerequisites. In A. Fitzer & P. Sturmey (Eds.), Language and autism: Applied behavior analysis, evidence, and practice (pp. 110–133). Austin, TX: Pro-Ed.

Sigafoos, J., Green, V. A., Schlosser, R., O’Reilly, M. F., Lancioni, G. E., Rispoli, M., & Lang, R. (2009). Communication intervention in Rett syndrome: A systematic review. Research in Autism Spectrum Disorders, 3, 304-318.

Sigafoos, J., Lang, R., Davis, T., Rispoli, M., Tait, K., Cannella-Malone, H., . . . Lancioni, G. (2010). Developmental and physical disabilities. In V. A. Green & S. Cherrington (Eds.), Delving into diversity: An international exploration of issues of diversity in education. New York, NY: Nova Science.

Sigafoos, J., Schlosser, R., Green, V., O’Reilly, M., & Lancioni, G. (2008). Communication and social skills assessment. In J. Matson (Ed.), Clinical assessment and intervention for autism spectrum disorders (pp. 165–192). Boston, MA: Elsevier.

Simmons, D., Hairrell, A., Edmonds, M., Vaughn, S., Larsen, R., Willson, V., . . . Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students’ general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3(2), 121–156. doi:10.1080/19345741003596890

Swanson, E. A., & Vaughn, S. (2010). An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools, 47(5), 481–492. doi:10.1002/pits.20484

Turnbull, A. P., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., . . . Stowe, M. (2010). Knowledge-to-action guides: Preparing families to be partners in making educational decisions. Teaching Exceptional Children, 42(3), 42–53.

Vaughn, M. G., Beaver, K. M., Wexler, J., DeLisi, M., & Roberts, G. R. (2010). The effect of school dropout on verbal ability in adulthood: A propensity score matching approach. Journal of Youth and Adolescence,40, 197–206. doi:10.1007/s10964-009-9501-1

Vaughn, S. (2009). Research on students with reading disabilities. In M. G. McKeown & L. Kucan (Eds.), Bring reading research to life (pp. 33–51). New York, NY: Guilford Press.

Vaughn, S. (2010). Silent reading for struggling readers: Pitfalls & potential. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting silent reading: New directions for teachers and researchers. Newark, DE: International Reading Association.

Vaughn, S., Bos, C., & Schumm, J. S. (2010). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Needham Heights, MA: Allyn and Bacon.

Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. A., . . . Francis, D. J. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3–21.

Vaughn, S., Denton, C. A., & Fletcher, J. M. (2010). Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 47(5), 432–444.

Vaughn, S., & Fletcher, J. M. (2010). Thoughts on rethinking response to intervention with secondary students. School Psychology Review, 39(2), 296–299.

Vaughn, S., & Klingner, J. K. (2009). Teaching collaborative strategic reading (CSR) to students with learning disabilities. In G. D. Sideridis & T. A. Citro (Eds.), Strategies in reading for struggling learners (pp. 135–145). Weston, MA: Learning Disabilities Worldwide.

Vaughn, S., Linan-Thompson, S., Woodruff, A., Murray, C., Wanzek, J., Scammacca, N., . . . Elbaum, B. (2008). Effects of professional development on improving at-risk students’ performance in reading. In C. Greenwood, T. Kratochwill, & M. Clements (Eds.), School-wide prevention models: Lessons learned in elementary schools (pp. 115–142). New York, NY: Guilford Press.

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297-324.

Vaughn, S., Wanzek, J., Wexler, J., Barth, A., Cirino, P. T., Fletcher, J. M., . . . Francis, D. (2009). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing. doi:10.1007/s11145-009-9183-9 

Wanzek, J., Roberts, G., Linan-Thompson, S., Vaughn, S., Woodruff, A. L., & Murray, C. S. (2010). Differences in relationship of oral reading fluency and high-stakes measures of reading comprehension. Assessment for Effective Intervention, 35(2), 67–77. doi:10.1177/1534508409339917

Wanzek, J., & Vaughn, S. (2010). Research-based implications from extensive early reading interventions. In T. A. Glover & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 113–142). New York, NY: Guilford Press.

Wanzek, J., & Vaughn, S. (2011). Is a three-tier reading intervention model associated with reduced placement in special education? Remedial and Special Education, 32(2).

Wanzek, J., Vaughn, S., Roberts, G., & Fletcher, J. (in press). Efficacy of a reading intervention for middle school students identified with learning disabilities. Exceptional Children.

Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. P. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing: An Interdisciplinary Journal, 23(8), 889–912. doi:10.1007/s11145-009-9179-5

Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21, 317–347.

Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities Research and Practice, 25(1), 2–10.

Wexler, J., Wanzek, J., & Vaughn, S. (2009). Preventing and remediating reading difficulties. In G. D. Sideridis & T. A. Citro (Eds.), Strategies in reading for struggling learners (pp. 15–35). Weston, MA: Learning Disabilities Worldwide.

Williams, J. L., Wexler, J., Roberts, G., & Carpenter, C. (2011). Intensive reading instruction in juvenile correctional settings. Exceptionality, 19(4), 238–251.