I'm drawing a complete blank at the moment, but hopefully by the end of the day I'll have thought of some questions. Meanwhile, I'm sure the rest of you have plenty of questions floating around in your head- click over to his two blogs (links above) and ask away!
He gives some examples of the type of questions he's looking for:
Possible research questions about teaching students with LD:
- Does RTI really help prevent problems in (a) reading, (b) writing, (c) math, and (d) social-behaviorl outcomes? Does effectiveness vary by age?
- Do curricular approaches produce different benefits for students with LD?
- What procedures produce the best outcomes for students with LD when they are 25 years old?
- What specific competencies make teachers more or less successful in promoting learning by students with LD?
Possible research questions about teaching students with Emotional/Behavioral Disorders:
- Do consultation teams have greater benefits than school-wide behavior plans in reducing problem behavior?
- Do students with EBD benefit differentially from highly structured classroom arrangements?
- What procedures produce the best outcomes for students with EBD when they are 25 years old?
- How can teachers monitor progress in student behavior across time, a la CBM for academic performance?
- What specific competencies make teachers more or less successful in promoting learning by students with EBD?