A booming gaming industry has flooded the market with educational software applications in recent years, but little evidence exists to prove or disprove student achievement using these games. In this podcast, we speak with author Nancy Nelson about the obstacles and benefits of using educational games and apps. Nancy coauthored the article “Considerations for Realizing the Promise of Educational Gaming Technology, which appeared in TEACHING Exceptional Children.

Children with disabilities perform lower in mathematics than their peers without disabilities, a trend that raises questions about why. In this R2P podcast, we speak with authors Elizabeth Hughes, Sarah Powell, and Liz Stevens about how imprecise language can contribute to students’ difficulty learning math. Elizabeth, Sarah, and Liz coauthored the article “Supporting Clear and Concise Mathematics Language: Instead of That, Say This,” which appeared in TEACHING Exceptional Children.

Elizabeth M. Hughes is an assistant professor of special education in the Department of Counseling, Psychology, and Special Education at Pennsylvania State University. Sarah R. Powell is an assistant professor in the Department of Special Education at the University of Texas at Austin. Liz Stevens is a doctoral student in the Department of Special Education at the University of Texas at Austin.

Group contingencies—which allow students to earn a reward due to the behavior of one or more students in a group—have a long record of helping teachers manage their classrooms effectively. In this R2P podcast, publications manager Lorraine Sobson speaks with researcher Howard Wills about how the group contingency intervention CW-FIT (class-wide function-related intervention team) can fill the need for a tiered classroom management system that can address the needs of all students. Howard co-authored the article “Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial,” which appeared in Exceptional Children.

Howard Wills is an associate research professor at Juniper Gardens Children’s Project, with the University of Kansas.

Children with hearing loss demonstrate lower vocabulary knowledge than their peers with normal hearing. In this R2P podcast, publications manager Lorraine Sobson, speaks with researcher Emily Lund about the need to address this problem with methods of vocabulary instruction that work. Emily co-authored the article “Teaching Vocabulary to Preschool Children with Hearing Loss” which appeared in Exceptional Children.

Emily Lund is an assistant professor at Texas Christian University where she teaches speech to students with hearing loss.

Recent research indicates individuals with intellectual disability can learn to read at a higher level than previously thought. In this R2P podcast, publications manager, Lorraine Sobson, speaks with researcher Chris Lemons about what this new information means for practice. Listen to learn tips that will help you improve literacy outcomes for these learners. Chris authored the article, 10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability, which appeared in TEACHING Exceptional Children.

Chris Lemons is an assistant professor in the Department of Special Education at Peabody College, Vanderbilt.

In this R2P podcast, publications manager, Lorraine Sobson, chats with Margaret (Maggie) Schulze, about teaching self-management skills to students with ASD. Listen to learn about procedures such as self-monitoring, goal setting, self-instruction, and self-graphing that can help students with disabilities change their classroom behavior. Maggie authored the article Self-Management Strategies to Support Students With ASD, which appeared in TEACHING Exceptional Children.

Margaret Schulze is a teaching associate in the Department of Special Education at the University of Washington, Seattle.

In this R2P podcast, publications manager Lorraine Sobson chats with Sarah Nagro about how to engage students with disabilities when teaching to a whole group. Listen to learn how strategies such as hand signals and response cards can help to keep your students tuned in. Sarah co-authored the TEACHING Exceptional Children article, “Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms.”

Sarah Nagro is an assistant professor in the Division of Special Education and Disability Research at George Mason University. Her research focuses on teacher preparation in special education with an emphasis on education in inclusive classrooms.

In this Research2Practice podcast, Lorraine Sobson speaks with Eric Claravall about how to incorporate morphology, which is the study of word structure, into literacy instruction. Listen in to find out how attention to morphology can help you build reading and spelling skills in your students.

Eric Claravall is an adjunct professor in the Department of Elementary Education at San Francisco State University. Eric is the author of a recent article in TEACHING Exceptional Children entitled, “Integrating Morphological Knowledge in Literacy Instruction” which outlines four literacy components (morphemic analysis, vocabulary and spelling, contextual reading, and written expression) to create a framework for using morphology in reading and spelling instruction.

In this episode of Research2Practice, Kara Hume joins us to talk about how and why students with autism spectrum disorder (ASD) might express grief differently from their peers who do not have ASD. Listen in to find out how you can best support these students after a loss.

Kara Hume is a scientist at the Frank Porter Graham Child Development Institute and Associate Professor in the School of Education at the University of North Carolina–Chapel Hill. She co-authored the TEACHING Exceptional Children article, “Supporting Students With Autism Spectrum Disorder Through Grief and Loss” which outlines eight steps to help school personnel support students with ASD in times of grief.

In this podcast, CEC’s Lorraine Sobson speaks with researcher Jeanne Wanzek about ways to improve understanding of social studies content for students with disabilities who are both English learners and non-English learners.

Jeanne Wanzek, Ph.D. is the Currey-Ingram Endowed Chair and associate professor in the Department of Special Education at Peabody College where she conducts research examining effective reading instruction and intervention. Jeanne co-authored a recent article in Exceptional Children entitled, “English Learner and Non-English Learner Students With Disabilities: Content Acquisition and Comprehension, which discusses the effectiveness of the comprehension intervention “Promoting Adolescent Comprehension Through Text.”