The purpose of this study was to synthesize the effectiveness of computer-assisted instruction (CAI) studies aiming to increase vocabulary for students with disabilities in an effort to identify what type of CAI is promising for practice. An extensive search process with inclusion and exclusion criteria yielded a total of 13 single-subject design studies to be included in the present study. Effect sizes were calculated using a percentage of nonoverlapping data (PND). We also analysed instructional features (e.g., visual supports, auditory supports, font/color selection, and corrective and interactive feedback) from the studies that examined effective instructional design features of CAI. Results indicated (a) the highest PND mean was for secondary school-aged learners with disabilities; (b) both tablet-assisted instructions and nontablet-assisted instruction produced high PND (i.e., highly effective); and (c) although the majority of selected studies included visual and auditory supports in CAI for vocabulary, none of the studies provided opportunities for customization (e.g., student selection of colors and fonts). On the basis of the findings, implications for future research and practice are discussed.

Background: There have been several studies that involved technology-based selfmonitoring procedures to increase on-task behavior. Although there are continued advancements in technology application such as functions that are embedded in the application (e.g., reinforcement, feedback), the appropriate use of technology is required to be accompanied by evidence-based guidance.Objectives: The purpose of this meta-analytic approach was to (a) examine the effectiveness of a technology-based self-monitoring system on the on-task behavior of students with disabilities and (b) provide information that can support the use of a technology-based approach as an effective method for the teaching of relevant behavioral skills. Methods: All reviewed 16 studies employed a single-case research design, targeting technology-based self-monitoring interventions for students with disabilities. Studies were descriptively analyzed and evaluated for methodological quality using the What Works Clearinghouse (WWC) standards and criteria. Additionally, to examine the level and trend of reading fluency outcomes, Tau-U was calculated across the studies by measuring the impact of various moderator variables on the intervention effects.Results and Conclusions: Overall, studies showed a strong effect of using the technology-based self-monitoring on on-task behaviors. The impacts of six possible moderator variables (i.e., school level, types of technology, student training, teacher feedback and teacher reinforcement) were analyzed and there was no significant difference in the six variables with regards to the effects of the technology-based selfmonitoring on the improvement of on-task behaviors.Implications: Based on the findings that support the positive impact of using mobile technology for increasing on-task behaviors of students with disabilities, directions for future research and practical applications were discussed.

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This study examined the effects of reading interventions from single-case design studies for students with and at-risk of emotional and behavioral disorders in grades K-12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students' reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau-U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student-teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed. K E Y W O R D S quality indicators, quantitative synthesis, reading interventions, single-case research, students with and at risk of emotional and behavioral disorders Psychol Schs. 2019;56:608-629. wileyonlinelibrary.com/journal/pits 608 |

This article sheds light on the challenges that Black, Indigenous, and students of color in the U.S. face in dealing with uncertainties and prejudice caused by the worldwide pandemic. It provides recommendations on culturally relevant, responsive, and sustaining teaching strategies based on the cultural competence model (Pedersen, 1994; Sue, 2001; Sue et al., 1992;) and curriculum reframing. Teachers of Black, Indigenous, and students of color around the world will find this article particularly useful because there are limited research-based recommendations applicable to schools in the U.S. and around the world.