Works by Flores, Margaret

Results: 63

Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays.

Published in:

Focus on Autism & Other Developmental Disabilities, 2007, v. 22, n. 4, p. 244, doi. 10.1177/10883576070220040601

By:

Flores, Margaret Munro;
Ganz, Jennifer B.

Publication type:

Article

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials.

Published in:

Journal of Autism & Developmental Disorders, 2009, v. 39, n. 1, p. 75, doi. 10.1007/s10803-008-0602-6

By:

Ganz, Jennifer B.;
Flores, Margaret M.

Publication type:

Article

Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers.

Published in:

Journal of Autism & Developmental Disorders, 2008, v. 38, n. 5, p. 926, doi. 10.1007/s10803-007-0463-4

By:

Ganz, Jennifer B.;
Flores, Margaret M.

Publication type:

Article

Concrete-Representational-Abstract–Integrated as a Tier 2 Instruction to Teach Addition.

Published in:

Rural Special Education Quarterly, 2022, v. 41, n. 3, p. 169, doi. 10.1177/87568705221075756

By:

Hinton, Vanessa;
Flores, Margaret

Publication type:

Article

Teaching Language Skills to Preschool Students with Developmental Delays and Autism Spectrum Disorder Using Language for Learning.

Published in:

Rural Special Education Quarterly, 2016, v. 35, n. 1, p. 3, doi. 10.1177/875687051603500102

By:

Flores, Margaret M.;
Schweck, Kelly B.;
Hinton, Vanessa

Publication type:

Article

Teaching Place Value Concepts and Their Application Using the Concrete-Representational-Abstract Integrated Sequence.

Published in:

Learning Disabilities Research & Practice (Sage Publications Inc.), 2024, v. 39, n. 3, p. 132, doi. 10.1177/09388982241245464

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Shadoan, Laura;
Monroe, Callye

Publication type:

Article

Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities.

Published in:

Teacher Education & Special Education, 2014, v. 37, n. 3, p. 241, doi. 10.1177/0888406414527117

By:

Adams Hill, Doris;
Flores, Margaret M.;
Kearley, Regina F.

Publication type:

Article

Coaching Athletes With Hidden Disabilities: Using Universal Design for Learning to Effectively Coach all Athletes.

Published in:

International Sport Coaching Journal, 2018, v. 5, n. 2, p. 176, doi. 10.1123/iscj.2018-0021

By:

Vargas, Tiffanye M.;
Beyer, Robbi;
Flores, Margaret M.

Publication type:

Article

Using CRA-I to Teach Fraction and Decimal Concepts to Students With Learning Disabilities.

Published in:

Learning Disability Quarterly, 2024, v. 47, n. 1, p. 44, doi. 10.1177/07319487231176545

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Schweck, Kelly B.

Publication type:

Article

Remote Teaching of Multidigit Multiplication for Students With Learning Disabilities.

Published in:

Learning Disability Quarterly, 2023, v. 46, n. 4, p. 292, doi. 10.1177/07319487221103838

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Blanton, Erin Noelle

Publication type:

Article

Reviewing Manuscripts Reporting Findings From Single-Case Research Design Studies.

Published in:

Learning Disability Quarterly, 2023, v. 46, n. 1, p. 46, doi. 10.1177/07319487221089616

By:

Hott, Brittany L.;
Flores, Margaret M.;
Morano, Stephanie;
Randolph, Kathleen M.;
Peltier, Corey

Publication type:

Article

Single-Case Research Design: Introduction to the Special Series.

Published in:

Learning Disability Quarterly, 2023, v. 46, n. 1, p. 3, doi. 10.1177/07319487211040493

By:

Hott, Brittany L.;
Flores, Margaret M.

Publication type:

Article

Practical Use of Single-Case Research Designs When Testing Mathematics Interventions for Students With Learning Disabilities.

Published in:

Learning Disability Quarterly, 2023, v. 46, n. 1, p. 17, doi. 10.1177/07319487211010318

By:

Peltier, Corey;
Flores, Margaret M.;
Strickland, Tricia K.

Publication type:

Article

Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division.

Published in:

Learning Disability Quarterly, 2019, v. 42, n. 1, p. 32, doi. 10.1177/0731948718790089

By:

Milton, Jessica H.;
Flores, Margaret M.;
Moore, Alexcia J.;
Taylor, Ja'Lia J.;
Burton, Megan E.

Publication type:

Article

A CASE STUDY IN USING EXPLICIT INSTRUCTION TO TEACH YOUNG CHILDREN COUNTING SKILLS.

Published in:

2015

By:

Hinton, Vanessa;
Stroizer, Shaunita;
Flores, Margaret

Publication type:

Case Study

A Comparison of Communication Using the Apple iPad and a Picture-based System.

Published in:

AAC: Augmentative & Alternative Communication, 2012, v. 28, n. 2, p. 74, doi. 10.3109/07434618.2011.644579

By:

Flores, Margaret;
Musgrove, Kate;
Renner, Scott;
Hinton, Vanessa;
Strozier, Shaunita;
Franklin, Susan;
Hil, Doris

Publication type:

Article

CLASSROOM STRUCTURE AND TEACHER EFFICACY IN SERVING STUDENTS WITH DISABILITIES: DIFFERENCES IN ELEMENTARY AND SECONDARY TEACHERS.

Published in:

International Journal of Special Education, 2011, v. 26, n. 3, p. 36

By:

Shippen, Margaret E.;
Flores, Margaret M.;
Crites, Steven A.;
Patterson, DaShaunda;
Ramsey, Michelle L.;
Houchins, David E.;
Jolivette, Kristine

Publication type:

Article

Teaching rational number concepts to fifth graders using the concrete-representational-abstract-integrated sequence.

Published in:

Journal of Educational Research, 2025, v. 118, n. 3, p. 268, doi. 10.1080/00220671.2025.2469852

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Sanchez, Victoria M.;
Kohnke, Shalece;
Lee, Jihyun;
Podemski, Margaret O.;
Burdette, Madeline G.

Publication type:

Article

Teaching rational number concepts and skills to students receiving tier two interventions.

Published in:

Journal of Educational Research, 2023, v. 116, n. 4, p. 206, doi. 10.1080/00220671.2023.2248046

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Shadoan, Laura;
Monroe, Callye

Publication type:

Article

Teaching Letter Sound Correspondence to Preschool Students with Developmental and Intellectual Disabilities.

Published in:

Education & Training in Autism & Developmental Disabilities, 2022, v. 57, n. 2, p. 204

By:

Matthews Wright, Heidi Brittain;
Flores, Margaret M.;
Dunn, Caroline;
Shippen, Margaret M.;
Darch, Craig

Publication type:

Article

Effects of Direct Instruction on Reading Comprehension for Individuals with Autism or Developmental Disabilities.

Published in:

Education & Training in Autism & Developmental Disabilities, 2018, v. 53, n. 2, p. 176

By:

Head, Cynthia N.;
Flores, Margaret M.;
Shippen, Margaret E.

Publication type:

Article

An Investigation of the Effects of CRA Instruction and Students with Autism Spectrum Disorder.

Published in:

Education & Training in Autism & Developmental Disabilities, 2015, v. 50, n. 2, p. 223

By:

Stroizer, Shaunita;
Hinton, Vanessa;
Flores, Margaret;
Terry, LaTonya

Publication type:

Article

Using the Concrete-representational-abstract Sequence and the Strategic Instruction Model to Teach Computation to Students with Autism Spectrum Disorders and Developmental Disabilities.

Published in:

Education & Training in Autism & Developmental Disabilities, 2014, v. 49, n. 4, p. 547

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Terry, Shermeka L.;
Strozier, Shaunita D.

Publication type:

Article

Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction.

Published in:

Education & Training in Autism & Developmental Disabilities, 2013, v. 48, n. 1, p. 41

By:

Flores, Margaret M.;
Nelson, Cynthia;
Hinton, Vanessa;
Franklin, Toni M.;
Strozier, Shaunita D.;
Terry, LaTonya;
Franklin, Susan

Publication type:

Article

Effects of a Treatment Package on Imitated and Spontaneous Verbal Requests in Children with Autism.

Published in:

Education & Training in Autism & Developmental Disabilities, 2011, v. 46, n. 4, p. 596

By:

Ganz, Jennifer B.;
Flores, Margaret M.;
Lashley, Erin E.

Publication type:

Article

Teaching the partial products multiplication algorithm to students who struggle using CRA‐I.

Published in:

Psychology in the Schools, 2024, v. 61, n. 8, p. 3339, doi. 10.1002/pits.23219

By:

Hinton, Vanessa M.;
Flores, Margaret M.

Publication type:

Article

Teaching the partial products algorithm with the concrete representational abstract sequence and the strategic instruction model.

Published in:

Psychology in the Schools, 2020, v. 57, n. 6, p. 946, doi. 10.1002/pits.22335

By:

Flores, Margaret M.;
Moore, Alexcia J.;
Meyer, Jill M.

Publication type:

Article

Recreation Leaders' Perceptions of Athletes' Behaviors and Proposed Resultant Pedagogical Strategies.

Published in:

Palaestra, 2023, v. 37, n. 1, p. 5

By:

Vargas, Tiffanye M.;
Beyer, Robbi;
Bittner, Melissa;
Flores, Margaret M.

Publication type:

Article

Attitudes Toward Preparing Youth Sport Coaches to Work With Athletes with Hidden Disabilities.

Published in:

Palaestra, 2012, v. 26, n. 1, p. 5

By:

Flores, Margaret M.;
Beyer, Robbi;
Vargas, Tiffanye M.

Publication type:

Article

Making Youth Sports Accessible to All Athletes through Coaching Based on Universal Design for Learning.

Published in:

Journal of Youth Sports, 2013, v. 7, n. 1, p. 19

By:

Flores, Margaret M.;
Beyer, Robbi;
Vargas, Tiffanye M.

Publication type:

Article

Strategies and Methods for Coaching Athletes with Invisible Disabilities in Youth Sport Activities.

Published in:

Journal of Youth Sports, 2009, v. 4, n. 2, p. 10

By:

Beyer, Robbi;
Flores, Margaret M.;
Vargas-Tonsing, Tiffanye M.

Publication type:

Article

The Concrete-Representational-Abstract Integrated Sequence as Supplemental Instruction to Teach Addition.

Published in:

Journal of Education for Students Placed at Risk, 2025, v. 30, n. 2, p. 174, doi. 10.1080/10824669.2024.2321458

By:

Hinton, Vanessa;
Flores, Margaret;
Woods-Groves, Suzanne

Publication type:

Article

Teaching Fraction Magnitude to Elementary Students.

Published in:

Journal of Education for Students Placed at Risk, 2022, v. 27, n. 2, p. 127, doi. 10.1080/10824669.2021.2009346

By:

Flores, Margaret;
Morano, Stephanie;
Meyer, Jill;
Hinton, Vanessa

Publication type:

Article

Youth Sport Coaches' Attitudes towards the Use of the Spanish Language in Coaching and within Coaching Education.

Published in:

Applied Research in Coaching & Athletics Annual, 2010, v. 25, p. 91

By:

Flores, Margaret M.;
Beyer, Robbi;
Vargas-Tonsing, Tiffanye M.

Publication type:

Article

Implementing Visual Cues.

Published in:

YC: Young Children, 2010, v. 65, n. 3, p. 78

By:

Ganz, Jennifer B.;
Flores, Margaret M.

Publication type:

Article

Parents' Perceptions of Coaching Behaviors Toward Their Child With a Hidden Disability in Recreational Youth Sports.

Published in:

Physical Educator, 2019, v. 76, n. 3, p. 661, doi. 10.18666/TPE-2019-V76-I3-8814

By:

Vargas, Tiffanye M.;
Flores, Margaret M.;
Beyer, Robbi;
Weaver, Sharon M.

Publication type:

Article

CRA fraction intervention for fifth-grade students receiving tier two interventions.

Published in:

Preventing School Failure, 2018, v. 62, n. 3, p. 198, doi. 10.1080/1045988X.2017.1414027

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Taylor, Ja'Lia J.

Publication type:

Article

A case study using CRA to teach students with disabilities to count using flexible numbers: Applying skip counting to multiplication.

Published in:

Preventing School Failure, 2018, v. 62, n. 1, p. 49, doi. 10.1080/1045988X.2017.1342218

By:

Gibbs, Anna S.;
Hinton, Vanessa M.;
Flores, Margaret M.

Publication type:

Article

Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction.

Published in:

Preventing School Failure, 2016, v. 60, n. 4, p. 345, doi. 10.1080/1045988X.2016.1164117

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Burton, Megan E.

Publication type:

Article

The Effects of a Supplemental Explicit Counting Intervention for Preschool Children.

Published in:

Preventing School Failure, 2016, v. 60, n. 3, p. 183, doi. 10.1080/1045988X.2015.1065400

By:

Hinton, Vanessa M.;
Flores, Margaret M.;
Schweck, Kelly;
Burton, Megan E.

Publication type:

Article

Teaching Subtraction With Regrouping to Students Experiencing Difficulty in Mathematics.

Published in:

Preventing School Failure, 2009, v. 53, n. 3, p. 145, doi. 10.3200/PSFL.53.3.145-152

By:

Flores, Margaret M.

Publication type:

Article

The Moderating Effect of the Country of Origin on Smartphones’ Brand Equity and Brand Preference on Customer Purchase Intention.

Published in:

Journal of Business & Management Studies (2709-0876), 2022, v. 4, n. 2, p. 58, doi. 10.32996/jbms.2022.4.2.6

By:

Castillo, Angelo Clark B.;
Flores, Aimee Margaret P.;
Sanchez, Lance Matthew L.;
Yusay, Arthur L.;
Posadas, Marie Abigail P.

Publication type:

Article

The Effects of a Direct Instruction Program on the Fraction Performance of Middle School Students At-risk for Failure in Mathematics.

Published in:

Journal of Instructional Psychology, 2007, v. 34, n. 2, p. 84

By:

Flores, Margaret M.;
Kaylor, Maria

Publication type:

Article

Universal Design in Elementary and Middle School: Designing Classrooms and Instructional Practices To Ensure Access to Learning for All Students.

Published in:

Childhood Education, 2008, v. 84, n. 4, p. 224, doi. 10.1080/00094056.2008.10523013

By:

Flores, Margaret M.

Publication type:

Article

The Effects of the Concrete-Representational-Abstract Sequence for Students at Risk for Mathematics Failure.

Published in:

Journal of Behavioral Education, 2019, v. 28, n. 4, p. 493, doi. 10.1007/s10864-018-09316-3

By:

Hinton, Vanessa M.;
Flores, Margaret M.

Publication type:

Article

Increasing Academic Motivation in Culturally and Linguistically Diverse Students From Low Socioeconomic Backgrounds.

Published in:

Journal of Advanced Academics, 2007, v. 19, n. 1, p. 66, doi. 10.4219/jaa-2007-703

By:

Kaylor, Maria;
Flores, Margaret M.

Publication type:

Article

An Examination of the Writing Skills of Incarcerated Male Youth.

Published in:

Reading & Writing Quarterly, 2018, v. 34, n. 1, p. 18, doi. 10.1080/10573569.2017.1318427

By:

Green, Kemeche;
Shippen, Margaret;
Flores, Margaret

Publication type:

Article

Teaching the Partial Products Algorithm Using the Concrete-representational-abstract Sequence.

Published in:

Exceptionality, 2020, v. 28, n. 2, p. 142, doi. 10.1080/09362835.2020.1772070

By:

Flores, Margaret M.;
Milton, Jessica H.

Publication type:

Article

A Comparison of Concrete-Representational-Abstract and Concrete-Representational-Abstract-Integrated Fraction Interventions for Students with Disabilities.

Published in:

Exceptionality, 2020, v. 28, n. 2, p. 77, doi. 10.1080/09362835.2020.1727328

By:

Morano, Stephanie;
Flores, Margaret M.;
Hinton, Vanessa;
Meyer, Jillian

Publication type:

Article

Comparison of Direct Instruction and Discrete Trial Teaching on the Curriculum-based Assessment of Language Performance of Students with Autism.

Published in:

Exceptionality, 2014, v. 22, n. 4, p. 191, doi. 10.1080/09362835.2013.865533

By:

Flores, Margaret M.;
Ganz, Jennifer B.

Publication type:

Article