Exceptional children

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  Año 2017, Vol. 83, Número 4

  • Investigating a tier 1 intervention focused on proportional reasoning: A follow-up study

    Asha K. Jitendra, Michael R. Harwell, Stacy R. Karl, Gregory Simonson, Susan C. Slater

    • Resumen

    págs. 340-358

    

  • Child-level predictors of responsiveness to evidence-based mathematics intervention

    Sarah R. Powell, Paul T. Cirino, Amelia S. Malone

    • Resumen

    págs. 359-377

    

  • Daily report card intervention and Attention Deficit Hyperactivity Disorder: A meta-analysis of single-case studies

    Kellina Pyle, Gregory A. Fabiano

    • Resumen

    págs. 378-395

    

  • Investigation of transitions in bullying/victimization statuses of gifted and General Education Students

    Ji Hoon Ryoo, Cixin Wang, Susan M. Swearer, Sunhee Park

    • Resumen

    págs. 396-411

    

  • Too stressed to teach? teaching quality, student engagement, and IEP outcomes

    Venus W. Wong, Lisa A. Ruble, Yue Yu, John H. McGrew

    • Resumen

    págs. 412-427

    

  • Publication bias in special education meta-analyses

    Nicholas A. Gage, Bryan G. Cook, Brian Reichow

    • Resumen

    págs. 428-445