Sage Journals: Discover world-class research

Retricted access

Research article

First published 2017-11

To Change the Things I Can: Making Instruction More Intensive

Nathan A. Stevenson, Deborah K. Reed

Intervention in School and Clinic

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Research article

First published 2024-9

Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review

Seohyeon Choi, Emma Shanahan, Bess Casey-Wilke [...]

Journal of Learning Disabilities

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Research article

First published 2018-3

Empowering Teachers With Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math With Null Effects

Robin Parks Ennis, Kathleen Lynne Lane, Wendy Peia Oakes

Remedial and Special Education

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Research article

First published 2019-8

Instruction in District-Designed Intensive Summer Reading Programs

Jessica S. Folsom, Deborah K. Reed, Ariel M. Aloe [...]

Learning Disability Quarterly

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Research article

First published 2010-12

Methods for Increasing the Intensity of Reading Instruction for Students with Intellectual Disabilities

Jill H. Allor, Tammi M. Champlin, Diane B. Gifford [...]

Education and Training in Autism and Developmental Disabilities

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Research article

First published 2010-11

RTI Tier Structures and Instructional Intensity

Daryl Mellard, Melinda McKnight, Joanna Jordan

Learning Disabilities Research & Practice

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Research article

First published 2014-11

Intensive Instruction to Improve Writing for Students with Emotional and Behavioral Disorders

Margo A. Mastropieri, Thomas E. Scruggs

Behavioral Disorders

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Research article

First published 1990-10

Effect of Intensity Training on Preservice Teachers' Instruction Accuracy and Delivery Effectiveness

Jane W. Cassidy

Journal of Research in Music Education

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Research article

First published 2019-3

Rapport Building and Instructional Fading Prior to Discrete Trial Instruction: Moving From Child-Led Play to Intensive Teaching

M. Alice Shillingsburg, Bethany Hansen, Melinda Wright

Behavior Modification

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Research article

First published 2006-07

Does intensive explicit grammar instruction make all the difference?

Ernesto Macaro, Liz Masterman

Language Teaching Research

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