Chloe Melton- Recipient of the Must-Read Article Award for Intervention in School and Clinic
Article Title: A Four-Step Plan to Integrate Behavioral Practices into Tier 1 Foundational Reading Instruction with an Integrated Lesson Plan Template
Bio: Chloe Melton is a doctoral candidate at the University of Connecticut and doctoral fellow with the National Center for Leadership in Intensive Intervention specializing in intensive academic and behavior interventions, integrating intensive interventions, MTSS, and special education staff preparation. Chloe is a former elementary special education teacher from Northwest Washington.
Presentation Title: Success for All: Integrating Evidence-based Academic and Behavior Instruction in Tier 1
Presentation Abstract: This presentation will delve into the link between students’ academic and behavioral outcomes and offer practical steps to support all students at the Tier 1 level. Specifically, we will offer simple, evidence-based steps to integrate academic and behavior instructional strategies with a focus on foundational literacy skills.
Sarah Krowka- Recipient of the Must-Read Article Award for Learning Disability Quarterly
Article Title: Identifying Key Instructional Practices in Rational Number Interventions: A Systematic Review and Meta-Analysis
Bio: Dr. Sarah Krowka is a principal research scientist at Instructional Research Group, develops and examines interventions to enhance outcomes for students with learning difficulties. A former special education teacher, her research integrates expertise in intervention design and knowledge synthesis to identify high-impact instructional practices in mathematics.
Presentation Title: Key Instructional Practices for Teaching Rational Number Concepts to Students with Mathematics Difficulties
Presentation Abstract: This meta-analysis reviewed 28 studies on rational number interventions for students in Grades 3–9 with math difficulties. Key findings highlight teaching mathematical language and using number lines as effective instructional practices. Results inform intervention strategies, though challenges remain in analyzing complex interventions.