Ajay K. Das, Empire State College - SUNY

A Two-Phase Social Skills Approach: Connecting Assessment With Intervention Procedures for Students With Disabilities - Rebecca Hartzell, University of Arizona; Sarup Rani Mathur, Arizona State University

Impact of Tier 1 Research-Based Intervention on Students' Proportional Problem Solving: A Regression Discontinuity Design - Soo-hyun Im, Teachers College, Columbia University; Michael R. Harwell, University of Minnesota; Asha K. Jitendra, University of Minnesota; Stacy R. Karl, University of Minnesota - Twin Cities; Susan Slater, University of Minnesota

Intensive Informative Reading Comprehension and Writing Instruction for Seventh- and Eighth-Grade Students With Disabilities - Linda H. Mason, George Mason University; Shuting Zheng

Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children - Sheena Mehta; Yi Ding, Fordham University; Molly Ness, Fordham University; Eric C. Chen, Fordham University

Quantitative Synthesis of Single-Case Reading Interventions for Students With and at Risk of Emotional and Behavioral Disorder - John William McKenna, University of Massachusetts - Lowell; Mikyung Shin, The University of Texas - Austin; Min Kyung Kim, East Tennessee State University; Kathleen Pfannenstiel, American Institutes for Research; Michael Solis, The University of Texas

Kagendo Mutua, The University of Alabama

Attention Deficit Hyperactivity Disorder Symptoms and Reading Skills - Masha R Jones, University of California - Irvine; Carol M. Connor, University of California - Irvine

Near- and Mid-Transfer Measures for Comprehension: Evidence From Randomized Control Trials of Nonfiction Comprehension Strategies - Sam Patton, Vanderbilt University - Peabody College; Douglas Fuchs, Vanderbilt University; Emma Hendricks, Vanderbilt University - Peabody College; Meagan Walsh, Vanderbilt University - Peabody College; Lynn Fuchs, Vanderbilt University; Jennifer Gilbert, Vanderbilt University

The Effects of a Critical Literacy Intervention for Elementary Students With Disabilities - Amy Lynn Boele, University of Colorado - Denver

The Roles of Working Memory in Predicting the Multisyllabic Word Reading and Comprehension of At-Risk Students - Yujeong Park, University of Tennessee; Linda Lombardino, University of Florida; Mary T. Brownell, University of Florida

Thinking Like a Historian: Developing Disciplinary Literacy in Middle School Special Education - Eric Claravall, San Francisco State University; Robin Irey, University of California at Berkeley

Special Educators' Perceptions of Preparedness to Teach Autistic Students - Elizabeth Stringer Keefe, Lesley University

Transition of Students With Learning and Behavior Difficulties From Special Elementary Classes to Secondary Education - Philippe Tremblay, Université Laval

Understanding and Dealing With Current Early Childhood Educators' Needs After Compulsory Inclusive Education in Korea - Kyoung Jin Kim, Wheelock College; Min-kyung Han; Hae Min Yu, Missouri State University

University–Urban School District Partnership for Special Education Reform: Findings From Analysis of Student Data - Julia M. White, Syracuse University; Qiu Wang, Syracuse University; Meghan E Cosier, Chapman University; Christine Elaine Ashby, Syracuse University; Amy Evans, Syracuse City School District; Paul Bern, Syracuse University

What Factors Affect the Path to a STEM or Career and Technical Education Career for Students With Learning Disabilities? - Micaela Victoria Cesario Morgan, University of California - Santa Barbara