Works by Hinton, Vanessa

Results: 38

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 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

An Exploration of Emerging Adulthood, Self-Esteem, Well-Being, and Vocational Rehabilitation Services.

Published in:

Journal of Applied Rehabilitation Counseling, 2019, v. 50, n. 4, p. 286, doi. 10.1891/0047-2220.50.4.286

By:

Meyer, Jill;
Hinton, Vanessa;
Park, Jinhee;
Portela, Lindsay;
Fleming, Christine;
Derzis, Nick;
Weaver, Sharon

Publication type:

Article

Emerging Adults with Disabilities: Theory, Trends, and Implications.

Published in:

Journal of Applied Rehabilitation Counseling, 2015, v. 46, n. 4, p. 3, doi. 10.1891/0047-2220.46.4.3

By:

Meyer, Jill M.;
Hinton, Vanessa M.;
Derzis, Nicholas

Publication type:

Article

Using Positive Behavior Support in Physical Education.

Published in:

JOPERD: The Journal of Physical Education, Recreation & Dance, 2013, v. 84, n. 5, p. 44, doi. 10.1080/07303084.2013.779534

By:

Buchanan, AliceM.;
Hinton, Vanessa;
Rudisill, Mary

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

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

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

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

Positive Behavior Interventions and Support in a Physical Activity Summer Camp.

Published in:

Physical Educator, 2015, v. 72, n. 4, p. 660, doi. 10.18666/TPE-2015-V72-I4-7141

By:

Hinton, Vanessa;
Buchanan, Alice 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

A Conceptual Model of Structured Support in Physical Education.

Published in:

Preventing School Failure, 2016, v. 60, n. 3, p. 259, doi. 10.1080/1045988X.2015.1111190

By:

Hinton, Vanessa;
Buchanan, Alice M.;
Rudisill, Mary

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

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

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

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

A Parent-Implemented Shared Reading Intervention via Telepractice.

Published in:

Journal of Early Intervention, 2022, v. 44, n. 2, p. 190, doi. 10.1177/10538151211032211

By:

Akemoglu, Yusuf;
Hinton, Vanessa;
Laroue, Dayna;
Jefferson, Vanessa

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

Considering the New Common Core State Standards for Teaching Spelling to Urban Students with Disabilities.

Published in:

International Journal of Special Education, 2017, v. 32, n. 4, p. 659

By:

Simmons, Kate D.;
Darch, Craig B.;
Hinton, Vanessa;
Padgett, Amelia

Publication type:

Article

Emerging Adulthood: Resilience and Support.

Published in:

Rehabilitation Research, Policy & Education, 2014, v. 28, n. 3, p. 143, doi. 10.1891/2168-6653.28.3.143

By:

Hinton, Vanessa;
Meyer, Jill

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

Correction to: Supporting Families from a Distance: Implementing Routines-Based Home Visits via Telepractice.

Published in:

2024

By:

Hinton, Vanessa;
Akemoğlu, Yusuf;
Tomeny, Kimberly;
McWilliam, Robin A.

Publication type:

Correction Notice

Supporting Families from a Distance: Implementing Routines-Based Home Visits via Telepractice.

Published in:

Early Childhood Education Journal, 2024, v. 52, n. 3, p. 629, doi. 10.1007/s10643-023-01464-0

By:

Hinton, Vanessa;
Akemoğlu, Yusuf;
Tomeny, Kimberly;
McWilliam, Robin A.

Publication type:

Article

Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics.

Published in:

Remedial & Special Education, 2024, v. 45, n. 5, p. 292, doi. 10.1177/07419325231217315

By:

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

Publication type:

Article

The Effects of a CRA-I Intervention on Students' Number Sense and Understanding of Addition.

Published in:

Remedial & Special Education, 2022, v. 43, n. 3, p. 183, doi. 10.1177/07419325211038009

By:

Flores, Margaret M.;
Hinton, Vanessa M.

Publication type:

Article

Teaching Fraction Concepts Using the Concrete-Representational-Abstract Sequence.

Published in:

Remedial & Special Education, 2020, v. 41, n. 3, p. 165, doi. 10.1177/0741932518795477

By:

Flores, Margaret M.;
Hinton, Vanessa M.;
Meyer, Jill M.

Publication type:

Article

Improvement in Elementary Students' Multiplication Skills and Understanding after Learning Through the Combination of the Concrete-Representational-Abstract Sequence and Strategic Instruction.

Published in:

Education & Treatment of Children (West Virginia University Press), 2019, v. 42, n. 1, p. 73, doi. 10.1353/etc.2019.0004

By:

Flores, Margaret M.;
Hinton, Vanessa M.

Publication type:

Article

Children's Thoughts on Spelling: Considering Children's Strategies and Errors to Guide Instructional Remediation.

Published in:

Insights on Learning Disabilities, 2014, v. 11, n. 2, p. 171

By:

Simmons, Kate D.;
Darch, Craig B.;
Hinton, Vanessa

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

Critical Components of STEM-Focused Elementary Schools.

Published in:

Journal of Higher Education Theory & Practice, 2020, v. 20, n. 8, p. 20, doi. 10.33423/jhetp.v20i8.3227

By:

House, Ann;
Peters-Burton, Erin E.;
Hinton, Vanessa Peters;
Remold, Julie;
Levin-Güracar, Elise

Publication type:

Article

Use of the Concrete–Representational–Abstract Instructional Sequence to Improve Mathematical Outcomes for Elementary Students With EBD.

Published in:

Beyond Behavior, 2022, v. 31, n. 1, p. 16, doi. 10.1177/10742956211072421

By:

Flores, Margaret M.;
Hinton, Vanessa M.

Publication type:

Article