restricted access   Volume 37, Number 1, February 2014

Table of Contents


School-wide Positive Behavior Support (SWPBS) in the Classroom: Assessing Perceived Challenges to Consistent Implementation in Connecticut Schools

pp. 1-24

The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the Oral Reading Fluency and Comprehension of First-Grade Students

pp. 25-51

Tutoring Middle School Students with Disabilities by High School Students: Effects on Oral Reading Fluency

pp. 53-76

The Effects of Direct Instruction Flashcard and Math Racetrack Procedures on Mastery of Basic Multiplication Facts by Three Elementary School Students

pp. 77-93

The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

pp. 95-110

Forum Article

Functional Behavioral Assessment and Students at Risk for or with Emotional Disabilities: Current Issues and Considerations

pp. 111-135

Program Description

The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students

pp. 137-161

Book Reviews

The Road Ahead: Transition to Adult Life for Persons With Disabilities ed. by K. Storey, P. Bates, and D. Hunter

pp. 163-168

AAC Strategies for Individuals with Moderate to Severe Disabilities by S. S. Johnston, C. Reichle, K. M. Feeley, and E. A. Jones

pp. 168-172

Systematic Instruction for Functional Skills for Students and Adults with Disabilities by K. Storey and C. Miner

pp. 172-177

Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers by K. Storey and M. Post

pp. 177-181

Response to Intervention and Precision Teaching: Creating Synergy in the Classroom by K. Johnson and E. M. Street

pp. 181-185