Instructional Practices with and without Empirical Validity

Edited by Bryan G. Cook, University of Hawaii at Manoa, Honolulu, HI, USAMelody Tankersley, Kent State University, Kent, OH, USATimothy J. Landrum, University of Louisville, Louisville, KY, USA

• 1. Instructional Practices with and Without Empirical Validity: An Introduction - Bryan G. Cook, Melody Tankersley and Timothy J. Landrum2. Two Approaches for Improving Reading Fluency: Research Supports Repeated Reading But Not Colored Filters - Bryan G. Cook and Christina Keaulana3. Developing Mathematical Problem Solving Through Strategic Instruction: Much More Than a Keyword - Paul J. Riccomini, Jiwon Hwang and Stephanie Morano4. Effective and Ineffective Writing Practices for Students with Disabilities - Amy Gillespie Rouse and Alyson A. Collins5. Picture Exchange Communication System and Facilitated Communication: Contrasting an Evidence-Based Practice with a Discredited Method - Jason C. Travers, Matt Tincani, Julie L. Thompson and Richard L. Simpson6. Movement as Behavioral Moderator: What Does the Research Say? - Amy E. Ruhaak and Bryan G. Cook7. Learning Styles, Learning Preferences, and Student Choice: Implications for Teaching - Timothy J. Landrum and Kimberly M. Landrum8. Never Say Never: The Appropriate and Inappropriate Use of Praise and Feedback for Students with Learning and Behavioral Disabilities - Lauren W. Collins and Lysandra Cook9. Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices - Rhonda N. T. Nese and Kent McIntosh10. Deep Pressure Therapy Doesn’t Reduce Stereotypical Behavior, Function-Based Interventions Do Mickey Losinski and Robin Parks Ennis

American educators provide information on theory, critical elements, and research for instructional practices that are and are not supported by bodies of scientific research as effective in critical outcome areas, particularly regarding students with learning and behavioral disabilities. Their topics include two approaches for improving reading fluency: research supports repeated reading but not colored filters, developing mathematical problem solving through strategic instruction: much more than key word, what the research says about movement as behavioral moderator, the appropriate and inappropriate use of praise and feedback for students with learning and behavioral disabilities, and deep pressure therapy does not reduce stereotypical behavior but function-based interventions do.