“…These low achievement levels suggest that SWDs need instruction that is explicit, intensive, cohesive, engaging, responsive, and focused on teaching skills and strategies (Jones & Brownell, 2014); unfortunately, being assigned to a special education–certified teacher does not guarantee that students with LD or EBD receive this type of instruction (Ciullo, Ely, McKenna, Alves, & Kennedy, 2018; McKenna, Shin, & Ciullo, 2015; Swanson, 2008). Observational studies suggest that students with LD infrequently receive specific skill instruction in reading (Ciullo et al, 2018; McKenna et al, 2015; Swanson, 2008), students with LD infrequently receive individualized instruction (McKenna et al, 2015), and special education teachers spend little time on directly or explicitly instructing students in mathematical concepts (McKenna et al, 2015; Swanson, Solis, Ciullo, & McKenna, 2012). Fewer observational studies have examined the instruction that students with EBD receive, but those that have find that students with EBD are not receiving instruction that aligns with evidence-based practices in special education (Maggin, Wehby, Partin, Robertson, & Oliver, 2011).…”