Tag Archives: Sara Witmer (Bolt)

Alignment of instruction, expectations, and accountability testing for students with Autism Spectrum Disorder.

Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have… Read More »

Using parents and teachers to monitor progress among children with Autism Spectrum Disorder: A review of intervention research.

Despite growing knowledge of the effectiveness of various interventions for children with autism spectrum disorders (ASD), it is never clear whether a particular intervention will be effective for a specific child with ASD. Careful monitoring of an individual child’s progress is necessary to know whether an intervention is effective. In this review, we examined intervention… Read More »

Using assessment to improve early elementary students’ knowledge and skills for comprehending informational text.

Although assessment of student progress in word reading skills is common, students’ knowledge and skills for comprehending informational text are rarely assessed. Despite research indicating the need for instruction in this area and a growing national understanding of its importance that is reflected in the Common Core State Standards, few formative assessment tools are readily… Read More »