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communication interventions / disability
special education / applied behavior analysis for autism
special education / early intervention (Part C)
special education / early intervention for autism
special education / explicit instruction for learning disabilities
special education / inclusion vs segregated placement
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Showing 4 verified claims
special education / peer-mediated interventions for autism
Peer-mediated interventions — training typically developing peers to model and prompt social interaction — reliably increase the social interaction of autistic students in inclusive settings and are among the better-supported social interventions, though effects are strongest for increasing interaction frequency and weaker for child-initiated social bids, with generalization and maintenance less consistently demonstrated.
Evidence:
Moderate
Consensus:
Established
Certified
special education / inclusion vs segregated placement
special education / peer-mediated interventions for autism
special education / peer-mediated interventions for autism
special education / restraint & seclusion in schools
special education / restraint & seclusion in schools
special education / social-skills interventions for autism
special education / social-skills interventions for autism
special education / stimulant medication for ADHD
special education / stimulant medication for ADHD
special education / structured literacy & dyslexia
special education / structured literacy & dyslexia
special education / working-memory training & far transfer
special education / working-memory training & far transfer
For students with disabilities, inclusive placement in general-education settings is associated with academic and access outcomes at least equal to — and for some groups better than — segregated special-education settings, with no consistent harm to social-emotional outcomes or to classmates without disabilities; but the evidence is observational, heterogeneous, and confounded by selection, so effects are small and depend heavily on the quality and support of the setting rather than placement itself.
Evidence:
Moderate
Consensus:
Contested
special education / social-skills interventions for autism
Social-skills interventions for autistic children and youth produce small-to-moderate gains on rated and tested social skills, but improvements often reflect social KNOWLEDGE more than real-world social PERFORMANCE, generalization and maintenance across settings are weak, and effect sizes shrink under more rigorous designs and independent informants.
Evidence:
Moderate
Consensus:
Contested
special education / restraint & seclusion in schools
Physical restraint and seclusion in schools are disproportionately used on students with disabilities, carry documented risks of physical and psychological harm, and lack evidence that they improve behavior or serve any therapeutic or educational purpose; the science supports their use only as emergency last resorts to prevent imminent serious harm, not as behavior-management tools.
Evidence:
Low
Consensus:
Contested