This article presents the results of a comprehensive review of 128 studies on teaching reading to individuals with significant cognitive disabilities. The review compared these studies against the National Reading Panel's components of reading; although it revealed an inadequate consideration of the components of reading, it found strong evidence for teaching sight words using systematic prompting and fading. The reviewers considered not only the number of studies, but also indicators proposed for evidence-based practice and effect size. This study identified some high quality studies with strong effect size for comprehension and fluency, but only one phonics study was strong in both quality and effects. Additional research is needed to promote broader skills in literacy for this population.

Self-determination, the combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior, has become an important part of special education and related services for people with disabilities. Research on the outcomes of self-determination interventions has been sparse. In this study, we conducted a comprehensive review of literature and used quantitative methods of meta-analysis to investigate what self-determination interventions have been studied, what groups of individuals with disabilities have been taught self-determination, and what levels of outcomes have been achieved using self-determination interventions. Fifty-one studies were identified that intervened to promote one or more components of self-determination; 22 were included in meta-analyses. The median effect size across 100 group intervention comparisons (contained in 9 studies) was 1.38. In contrast, 13 single subject studies included 18 interventions and produced a median percentage of nonoverlapping data (PND) of 95% with a range of 64% to 100%. Seven of the interventions had a PND of 100%, suggesting strong effects. Although all components of self-determination were reflected in this research, most focused on teaching choice making to individuals with moderate and severe mental retardation or self-advocacy to individuals with learning disabilities or mild mental retardation. The outcomes are discussed regarding the need to demonstrate that self-determination can be taught and learned, and can make a difference in the lives of individuals with disabilities.

The professional literature provides ample evidence that individuals with autism exhibit a myriad of unusual social, communication, and behavioral patterns of interactions that present challenges to their families and service providers. However, there is a dearth of quality works on multicultural issues regarding autistic spectrum disorders. In this article, we explore issues surrounding autism and multiculturalism, with the intent not to provide answers but to raise questions for further examination. We focus our discussions on two primary issues: autism within cultural groups and multicultural family adaptation based on the framework of pluralistic societies in which some cultural groups are a minority within the dominant culture. We found differences in prevalence rates across races for autism and little information regarding how multicultural families adapt to raising a child with autism. Further, students with multicultural backgrounds and autism are challenged on at least four dimensions: communication, social skills, behavioral repertoires, and culture. Future research in these areas is clearly warranted.

Considerable evidence suggests that the learning-disabilities (LD) category is primarily one of underachievement. The research reported here compared school-identified LD children with a group of low-achieving students (non-LD) not identified as LD. Both groups were administered a battery of psychoeducational tests and their performances were compared on all measures. While discriminant function analysis indicated 78.4% correct classification of the students, further analysis showed it would be impossible to discern classification on an individual basis. An analysis of the results indicated considerable similarities between the groups; in fact, an average of 96% of the scores were within a common range, and the performances of LD and low-achieving children on many subtests were identical. The findings could be interpreted to support either of two major conflicting viewpoints: (a) that schools are failing to identify many students who are in fact LD or (b) that too many non-LD students are labeled LD. This investigation demonstrates that as many as 40% of students may be misclassified. The implications of these results with regard to identification and placement practices are discussed.

Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep interest in the connection alive. This article briefly reviews the background for original and continuing focus on behavior and achievement and sets the context for it by looking over some of the work that has been done. It also provides an empirical analysis with outcomes that are contrary to most of those previously reported. It presents findings as a base for directing attention to a fundamental goal of positive behavior interventions and supports (i.e., teaching behavior as well as academic skills in efforts to prevent learning problems and failure in school).