{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T05:46:14Z","timestamp":1787895974054,"version":"build-2784847793"},"reference-count":36,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2024,11,20]],"date-time":"2024-11-20T00:00:00Z","timestamp":1732060800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"funder":[{"DOI":"10.13039\/100016395","name":"National Center for Special Education Research, Institute of Education Sciences","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100016395","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100008234","name":"Lehigh University","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100008234","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research Intellect Disabil"],"published-print":{"date-parts":[[2025,1]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:sec><jats:title>Background and Aims<\/jats:title><jats:p>Students with intellectual disability benefit from high\u2010quality instruction in reading and mathematics.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>This Theoretical Paper outlines the need for effective, evidence\u2010based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic process of adapting two widely used observation tools initially developed for students with learning disabilities, to address content and instructional practices relevant to classrooms serving elementary students with intellectual disability.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Our revised observation tools facilitated more inclusive data collection, taking into account the needs and goals of students with intellectual disability, in addition to their peers for whom the original tool was designed.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>We offer guidance for researchers and practitioners to make similar adaptations when using research tools intended for other populations or instructional settings.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jar.13320","type":"journal-article","created":{"date-parts":[[2024,11,21]],"date-time":"2024-11-21T06:20:03Z","timestamp":1732170003000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Leveraging Observation Research to Improve Instruction for Students With Intellectual Disability: Guidance for Adapting Tools"],"prefix":"10.1111","volume":"38","author":[{"given":"Esther R.","family":"Lindstr\u00f6m","sequence":"first","affiliation":[{"name":"University of Illinois Chicago, College of Education  Chicago Illinois USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kimberly A.","family":"McFadden","sequence":"additional","affiliation":[{"name":"Lehigh University, College of Education  Bethlehem Pennsylvania USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,11,20]]},"reference":[{"key":"e_1_2_17_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/0741932517702444"},{"key":"e_1_2_17_3_1","doi-asserted-by":"publisher","DOI":"10.2511\/027494811800824561"},{"key":"e_1_2_17_4_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci11100638"},{"key":"e_1_2_17_5_1","doi-asserted-by":"publisher","DOI":"10.2511\/027494813805327205"},{"issue":"3","key":"e_1_2_17_6_1","first-page":"373","article-title":"Grade\u2010Aligned Math Instruction for Secondary Students With Moderate Intellectual Disability","volume":"47","author":"Browder D. 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