TOP 10 COUNTDOWN:

RESEARCH BASED STRATEGIES

FOR THE CLASSROOM
David Szumlanski
SPED841, Summer B 2016
Professor: Michael Orosco, PhD

UNDERSTANDING THE TOP 10 LIST:

Things to consider:
Research based strategies are meant to AID and ASSIST teachers
in the educational process. They are not designed to supplant the
human art of teaching. Theres still plenty of room to infuse
lessons with your own ideas and style. In fact, its up to teachers to
select the strategies that they believe will work best for their
students!
Strategies should be chosen based on student need, not because
we find a strategy and want to implement it. Start with the student
need, and find a strategy that matches that need.

UNDERSTANDING THE TOP 10 LIST:

Things to consider:
No single strategy is going to work for every student! Though these
are research based, even when theyre implemented with fidelity in
the correct circumstances, there is always a chance that a certain
number of students will not respond to the strategy. If this
happens:
Make sure the strategy has been implemented with fidelity. If not,
retry it. If so, find a different strategy. Just as we would never give
up on a student, never give up on research based strategies!

UNDERSTANDING THE TOP 10 LIST:

How strategies were selected:
Im David Szumlanski. Ive just completed my 10 th year as a
teacher, with 3 of those years in the field of Special Education.
These strategies are some of the ones that have brought me the
most success in my own classroom or ones that I would like to
implement this coming school year, are most easily implemented,
cost effective in terms of money and time. Though they work for
me, theres on guarantee theyll work perfectly for you. Im not
being paid to share these, nor the research supporting them, and
these are my opinions, and not the opinion of the University of
Kansas, or any school with which Im affiliated.

Drum roll, please

NUMBER 10!

KEYWORD MNEMONICS

This Vocabulary strategy involves helping students to understand

various vocabulary words and problem solving methods, and has a
solid research basis. Useful in a variety of subjects, with research
sometimes focusing on math and science.
A 4-step process
From
http://ebi.missouri.edu/wp-content/uploads/2014/01/EBI-Brief-Tem
plate-Keyword-mnemonicEMH.pdf

NUMBER 10!

KEYWORD MNEMONICS

http://ebi.missouri.edu/wp-content/uploads/2014/01/EBI-Brief-Te
mplate-Keyword-mnemonic-EMH.pdf

NUMBER 10!

KEYWORD MNEMONICS

Sources:
Mastropieri, M.A., & Scruggs, T.E. (1989). Constructing more
meaningful relationships: Mnemonic instruction for special
populations. Educational Psychology Review, 1, 83-111.
Bryant, D.P., Goodwin, M., Bryant, B.R., & Higgins, K. (2003).
Vocabulary instruction for students with learning disabilities: A
review of the research. Learning Disability Quarterly, 26(2), 117-128.
Scruggs, T.E., & Mastropieri, M.A. (2000). The effectiveness of
mnemonic instruction for students with learning and behavior
problems: An update and research synthesis. Journal of Behavioral
Education 10.2-3 (2000): 163-173.

NUMBER 9!

SENTENCE WRITING STRATEGY

This WRITING strategy involves teaching students to write

sentences, and starts with the Fundamentals and then moves to
Proficiency. There is also a Paragraph Writing Strategy. This is a
structured program with a low cost (purchasing the manual), and
features well designed step-by-step scripted lessons and student
materials. To support learner variability, this strategy could be
modified to include visual elements under each word, etc.
From
http://sim.kucrl.org/products/details/fundamentals-in-the-sentence-wr
itingstrategy

NUMBER 9!

SENTENCE WRITING STRATEGY

Here is one example of one part of the strategy so you can begin to
get an idea of how it works.
https://www.youtube.com/watch?v=fR_KaYe_b4A
Amazon.com link:
https://www.amazon.com/Fundamentals-Sentence-Writing-Strateg
y-instructors/dp/B001N7BJ7W/ref=sr_1_1?ie=UTF8&qid=147166203
1&sr=8-1&keywords=sentence+writing+
strategy

NUMBER 9!
SENTENCE WRITING STRATEGY
Sources:
Oas, B.K., Schumaker, J.B., & Deshler, D.D. (1995). Learning
strategies: Tools for learning to learn in middle and high schools.
Secondary education and beyond: Providing opportunities for students
with learning disabilities. Pittsburgh, PA: Learning Disabilities
Association of America.
Schumaker, J.B., & Deshler, D.D. (2003). Can students with LD become
competent writers? Learning Disability Quarterly, 26(2), 129-141.
Schumaker, J.B., & Deshler, D.D. (2009). Adolescents with learning
disabilities: Are we selling them short? Learning Disabilities Research &
Practice, 24(2), 81-92.

NUMBER 8!

PAIRED READING

This READING FLUENCY strategy involves 6 steps: Find an

appropriate location, instruction on the strategy, start a student
reading with an adult or proficient student, adult/student stop
reading and provide positive corrective feedback as necessary, reread missed words with help with pronunciation, and continue
reading/ repeat the process.
From
http://www.interventioncentral.org/academic-interventions/reading-f
luency/pairedreading

NUMBER 8!

PAIRED READING

https://www.youtube.com/watch?v=H5RJyUnAkWM
This example demonstrates how to do the strategy with and without
signals. Be sure youve viewed the link on the first page of this
strategy. Beginning at 1:15, the video demonstrates the strategy
as it would be used in the classroom!

NUMBER 8!

PAIRED READING

Sources:
Topping, K. (1987). Paired reading: A powerful technique for parent
use. Reading Teacher, 4, 608-614.
Topping, K. (1987). Peer tutored paired reading: Outcome data
from ten projects. Educational Psychology 7(2), 133-145.
Topping, K.J., & Lindsay, G.A. (1992). Paired reading: a review of
the literature. Research papers in education, 7(3), 199-246.

NUMBER 7!

GRAPHIC ORGANIZERS

This GENERAL (Multiple-subject) strategy involves creating a

visual representation that allows students to make connections that
may not otherwise be made. Some examples include Venn
Diagrams, KWL Charts, and a wonderful example is utilized in the
Concept Mastery Routine strategy (A Concept Enhancement
Routine). The steps to ensure success include beginning with the
material to be taught (objectives), selecting an appropriate G.O. for
the material, and guiding students to complete the G.O. (or
allowing experienced learners to complete it independently).
From
http://www.teachhub.com/teaching-graphic-organizers

NUMBER 7!

GRAPHIC ORGANIZERS

Though no links are provided for this strategy, tons and tons of
links are available upon searching for these in your web-browser.
Just be sure to think about the types of connections you would like
your students to make, and THEN search for a G.O. that fits your
need!

NUMBER 7!

GRAPHIC ORGANIZERS

Sources:
Dexter, D.D., & Hughes, C.A. (2011). Graphic organizers and students
with learning disabilities: A meta-analysis. Learning Disability Quarterly,
34(1), 51-72.
Kim, A.H., Vaughn, S., Wanzek, J., and Wei, S. (2004). Graphic
organizers and their effects on the reading comprehension of students
with LD: A synthesis of research. Journal of Learning Disabilities, 37(2),
105-118.
Dye, G.A. (2000). Graphic organizers to the rescue!. Teaching
Exceptional Children, 32(3), 72.

NUMBER 6!

SOCIAL NARRATIVES

This GENERAL (Multiple-subject) strategy involves creating a

visual representation that allows students to make connections that
may not otherwise be made. Some examples include Venn
Diagrams, KWL Charts, and a wonderful example is utilized in the
Concept Mastery Routine strategy (A Concept Enhancement
Routine). The steps to ensure success include beginning with the
material to be taught (objectives), selecting an appropriate G.O. for
the material, and guiding students to complete the G.O. (or
allowing experienced learners to complete it independently).
From
https://www.uwstout.edu/profed/ece/ececonf/upload/Gamache-andScheufeli.pdf

NUMBER 6!

SOCIAL NARRATIVES

https://www.youtube.com/watch?v=TcuyISDaoR8
This is one example of a social narrative (sometimes called a social
story even though that term is copyrighted). In this example, the
topic is anxiety, featuring two educators practicing together!

NUMBER 6!

SOCIAL NARRATIVES

Sources:
Gray, C.A. (1998). Social stories and comic strip conversations with students
with Asperger syndrome and high-functioning autism. In Asperger syndrome or
high functioning autism? (pp. 167-198). Springer US.
Hagiwara, T., & Myles, B.S. (1999). A multimedia social story intervention for
teaching skills to children with autism. Focus on Autism and other
developmental disabilities, 14(2), 82-95.
Sansosti, F.J., & Powell-Smith, K.A. (2008). Using computer-presented social
stories and video odels to increase the social communication skills of children
with high-functioning autism spectrum disorders. Journal of Positive Behavior
Interventions, 10(3), 162-178.

NUMBER 5!
UDL - TEXT TO SPEECH
AND VISUAL/MULTIMEDIA PRESENTATION
This GENERAL (Multiple-subject) strategy is more of a framework
than a strategy, but such an important one that I have decided to
include in the top 10 list. Were this a strategy, it would be ranked
much higher on the list. Principles include a backward design
process from selecting objectives and important questions students
should be able to answer, right down to how to select technology
appropriate for any given unit/lesson. Important aspects of the
framework include Engagement, Representation, and
Action/Expression. Some examples of UDL in the classroom
include text-to-speech and student choices in how they can
demonstrate understanding of material (project/paper/video/skit,
etc.)
From
http://www.udlcenter.org/aboutudl/ whatisudl

NUMBER 5!
UDL - TEXT TO SPEECH
AND VISUAL/MULTIMEDIA PRESENTATION
https://www.youtube.com/watch?v=pGLTJw0GSxk
Above is a link from the National Center on Universal Design for
Learning.

NUMBER 5!
UDL - TEXT TO SPEECH
AND VISUAL/MULTIMEDIA PRESENTATION
Sources:
Coyne, P., Pisha, B., Dalton, B., Zelph, L.A., & Smith, N.C. (2012).
Literacy by Design A Universal Design for Learning Approach for
Students With Significant Intellectual Disabilities. Remedial and
Special Education, 33(3), 162-172.
Pisha, B., Coyne, P. (2001). Smart from the start The Promise of
Universal design for learning. Remedial and special education,
22(4), 197-203.
Spencer, S.A. (2011). Universal Design for Learning: Assistance for
Teachers in Todays Inclusive Classrooms. Interdisciplinary Journal
of Teaching and Learning, 1(1), 10-22.

NUMBER 4

PROJECT BASED LEARNING

This GENERAL (Multiple-subject) strategy is a teaching method in

which students gain knowledge and skills by working for an
extended period of time to investigate and respond to an authentic,
engaging, and complex question, problem, or challenge. An
example from by class involved working in the garden to learn
about math concepts (perimeter and measurement), and science
(growth rate, agriculture, and so much more).
From
http://www.bie.org/about/what_pbl

NUMBER 4

PROJECT BASED LEARNING

https://www.youtube.com/watch?v=LMCZvGesRz8
The above is a video that introduces the topic, created by the Buck
Institute for Education.
https://www.youtube.com/watch?v=Pou61mRWzlE
The above example goes a bit deeper!
https://www.youtube.com/watch?v=p5q4BiGcRqM
This is a little more realistic demonstration of the strategy.

NUMBER 4

PROJECT BASED LEARNING

Sources:
Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., &
Palincsar, A. (1991). Motivating project-based learning: Sustaining the
doing, supporting the learning. Educational psychologist, 26(3-4), 369398.
Barron, B.J., Schwartz, D.L., Vye, N.J., Moore, A., Petrosino, A., Zech,
L., & Bransford, J.D. (1998). Doing with understanding: Lessons from
research on problem-and project-based learning. Journal of the Learning
Sciences, 7(3-4), 271-311.
Gltekin, M. (2005). The Effect of Project Based Learning on Learning
Outcomes in the 5th Grade Social Studies Course in Primary Education.
Educational Sciences: Theory & Practice, 5(2).

NUMBER 3

STUDENT CHOICE

This GENERAL (Multiple-subject) involves allowing student to

make more choices in a variety of areas related to their learning.
From where to sit, the order in which to complete assignments, to
how they want to demonstrate understanding of the material (video,
skit, paper, etc.), this is a strategy that consistently prevents many
problem behavior incidents in my classroom. This has become a
staple of my classroom routine, and a preferred go to strategy.
From
http://www.edutopia.org/blog/five-strategies-more-voice-choice-stu
dents-rebeccaalber

NUMBER 3

STUDENT CHOICE

https://www.youtube.com/watch?v=4cscJcRKYxA
This is a pretty extreme example of student choice, but it shows a
variety of different choices in the classroom.
Heres a pretty different example of student pacing:
https://www.youtube.com/watch?v=4cscJcRKYxA
https://www.youtube.com/watch?v=XiZHxr8Zato
This example is a little different, giving the whole class power of
choice, which might work better for older students.

NUMBER 3

STUDENT CHOICE

Sources:
Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on
serious problem behaviors of students with severe handicaps. Jjournal of
Applied Behavior Analysis, 23(4), 515-524.
Powell, S., & Nelson, B. (1997). Effects of choosing academic assignments on a
student with attention deficit hyperactivity disorder. Journal of Applied Behavior
Analysis, 30(1), 181-183.
Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., &
Gomez, A. (1994). Choice making to promote adaptive behavior for students
with emotional and behavioral challenges. Journal of Applied Behavior Analysis,
27(3), 505-518.

NUMBER 2
(CICO)

CHECK-IN CHECK-OUT

This BEHAVIOR strategy involves creating a visual representation

of expectations for classroom behavior. Teachers begin by
identifying and objectively defining a behavior, and collecting
baseline data on the selected behavior. Then create a visual sheet
so the student can see the behavior, and see the positive/negative
consequences of the behavior (sometimes used in conjunction with
a reward system). Students work toward self-monitoring their own
behavior over time, after learning/using a different behavior instead
of the target behavior. They check in and out with the teacher.
From
http://www.teachhub.com/teaching-graphic-organizers

NUMBER 2
(CICO)

CHECK-IN CHECK-OUT

https://www.youtube.com/watch?v=-HhyHMN2zxo
This is a REALLY good example that shows a teacher reviewing a
CICO with the student, and then talks about why it works for him!

NUMBER 2
(CICO)

CHECK-IN CHECK-OUT

Sources:
Simonsen, B., Myers, D., & Briere, D.E. (2011). Comparing a behavioral checkin/check-out (CICO) intervention to standard practice in an urban middle school
setting using experimental group design. Journal of Positive Behavior
Interventions, 13(1), 31-48.
Campbell, A., & Anderson, C.M. (2011). CHECK-IN/CHECK-OUT: A
SYSTEMATIC EVALUATION AND COMPONENT ANALYSIS. Journal of applied
behavior analysis, 44(2), 315-326.
Crossland, K., &Dunlap, G. (2012). Effective strategies for the inclusion of
children with autism in general education classrooms. Behavior Modification
36(3), 251-269.

NUMBER 1!
POSITIVE
BEHAVIOR INTERVENTIONS & SUPPORTS
This BEHAVIOR) strategy is my favorite hands-down. This system
for identifying and teaching expected behaviors in schools is such a
powerful strategy. Most effective when implemented school-wide,
though aspects and knowledge about the system/strategy can be
implemented in individual classrooms. A must-have strategy for
new teachers and veteran teachers alike!
From
https://www.pbis.org/

NUMBER 1!
POSITIVE
BEHAVIOR INTERVENTIONS & SUPPORTS
https://www.youtube.com/watch?v=eqQ7icUA-sY
This is really an explanatory video the sells the program.

NUMBER 1!
POSITIVE
BEHAVIOR INTERVENTIONS & SUPPORTS
Sources:
Bradshaw, C.P., Koth., C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008).
The impact of School-Wide Positive Behavioral Interventions and Supports
(PBIS) on the organizational health of elementary schools. School Psychology
Quarterly, 23(4), 462.
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school
climate through school-wide Positive Behavioral Interventions and Supports:
Findings from a group-randomized effectiveness trial. Prevention science,
10(2), 100-115.
Bradshaw, C.P., Mitchell, M.M., & Leaf, P.J. (2010). Examining the effects of
schoolwide positive behavioral interventions and supports on student outcomes
results from a randomized controlled effectiveness trial in elementary schools.
Journal of Positive Behavior Interventions, 12(3), 133-148.

WHAT DID YOU THINK?

Please, feel free to respond with what

research-based strategies YOU have found
to be effective in your practice, or ones
youre considering using in the future!