Divided into two volumes, Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. This first volume addresses key topics in theory, methods, and development, exploring how these three domains interconnect to build effective special education research. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.

The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood. Although there has been a concerted focus on developing evidence-based programs and practices to support the needs of children and youth with emotional and behavioral disorders, there has been less emphasis on the developmental, social, and environmental factors that impact the implementation and effectiveness of these approaches. Chapters from leading experts tackle this complexity by drawing on a range of disciplines and perspectives including special education; mental health services; school, clinical, and community psychology; social work; developmental psychology and psychopathology; and prevention science. An essential resource for scholars and students interested in emotional and behavioral disorders, this volume crafts an essential framework to promote developmentally meaningful strategies for children and youth with even the most adverse experiences and intensive support needs.

The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood. Although there has been a concerted focus on developing evidence-based programs and practices to support the needs of children and youth with emotional and behavioral disorders, there has been less emphasis on the developmental, social, and environmental factors that impact the implementation and effectiveness of these approaches. Chapters from leading experts tackle this complexity by drawing on a range of disciplines and perspectives including special education; mental health services; school, clinical, and community psychology; social work; developmental psychology and psychopathology; and prevention science. An essential resource for scholars and students interested in emotional and behavioral disorders, this volume crafts an essential framework to promote developmentally meaningful strategies for children and youth with even the most adverse experiences and intensive support needs.

Divided into two volumes, Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. This first volume addresses key topics in theory, methods, and development, exploring how these three domains interconnect to build effective special education research. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.

Table of Contents

Section 1: Theoretical Foundations Of Special Education Research 1. Taking Stock of Special Education Research: Current Perspectives and Future Directions 2. Theoretical Foundations of Applied Behavior Analysis and Applications in Special Education Research and Practice 3. Contributions of Cognitive Science to Special Education Research and Practice: Historical Context, Current Influences and Future Directions 4. Using Data I\in Research and Practice: Intensifying and Strengthening the Effectiveness of Academic Instruction 5. Examining Common Theoretical Orientations to Family-School Partnership Research in Special Education to Promote Equity 6. Developmental Science and Special Education Research: Dynamic Systems, Person-In-Context, and  Lifecourse  Perspectives Section 2: Methods, Design, And Analysis In Special Education Research 7. Examining Critical Issues in Special Education Using Single-Case Research Methods 8. Group Experimental Designs for Validating Interventions for Students With Disabilities 9. Identifying Effective Classroom and School Practices Using Cluster-Randomized Designs 10. Parents as Primary Participants: Key Methodological Considerations for Including the Parent Voice in Research 11. Beyond Cultural Responsivity: Applied Behavior Analysis Through a Lens of Cultural Humility 12. Moderation and Mediation: Examining Individual Differences in Special Education 13. Qualitative Research 14. Mixed Methods 15. Implementation Science in Special Education: Progress and Promise 16. Open Science And Replication In Special Education Research 17. Making Sense of Multiple Data Sources: Using Single Case Research Design for Behavioral Decision-Making 18. Longitudinal Research to Support Tailored Intervention: Person and Process Oriented Analyses Section 3: Leveraging Developmental Processes And Contexts In Intervention 19. Developmental Distinctions in Mathematics for Students with Disabilities 20. The Development of Reading Comprehension in Adolescents with Literacy Difficulties 21. Self-Regulation and Executive Function: The Foundation for Student Success 22. Underrepresented Students within Gifted and Talented Education 23. Family As Faculty: Centering Families’ Expertise for the Benefit of Youth with Disabilities 24. Culturally Adapted Behavioral Strategies for Educators 25. The Role of Classroom Social Dynamics in Students with Exceptionalities' Involvement in Peer Victimization 26. Tiered Systems of Adaptive Support: Linking Practice Elements of Evidenced-Based Programs to Developmental Processes and Classroom Contexts