Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.
The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources. Please enter your myWalden user name and password at the prompt.
Ault, M. J., & Griffen, A. K. (2013). Teaching with the system of least prompts: An easy method for monitoring progress. Teaching Exceptional Children, 45(3), 46–53.
Conderman, G., & Hedin, L. (2012). Purposeful assessment practices for co-teachers. Teaching Exceptional Children, 44(4), 19–27.
McConnell, M. E. (1999). Self-monitoring, cueing, recording, and managing: Teaching students to manage their own behavior. Teaching Exceptional Children, 32(2), 14.
McMaster, K. L., Du, X., Parker, D. C., & Pinto, V. (2011). Using curriculum-based measurement for struggling beginning writers. Teaching Exceptional Children, 44(2), 26–34.
Roach, A. T., & Elliott, S. N. (2005). Goal attainment scaling: An efficient and effective approach to monitoring student progress. Teaching Exceptional Children, 37(4), 8–17.
Tobbin, C. E., & Simpson, R. (2012). Consequence maps: A novel behavior management tool for educators. Teaching Exceptional Children, 44(5), 68–75.
Vannest, K. J., Soares, D. A., Smith, S. L., & Williams, L. E. (2012). Progress monitoring to support science learning for all students. Teaching Exceptional Children, 44(6), 66-72.