This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and conversations with representatives in each state department of education. Information related to RtI model type, implementation status, professional development, criteria for eligibility, and specific features of individual state RtI models are presented. Findings indicate that most states are in some phase of RtI development, although approaches vary widely throughout the country. Implications for research and practice are discussed.

As recently as 5 years ago, very little information on the emotional well-being of adolescents with learning disabilities (LD) was available. However, a great deal of research has been conducted recently and some of the implications are unnerving. Research on self-concept, attributions, anxiety, depression, and suicide among adolescents with LD is examined for the purpose of detecting consistency of indicators concerning these emotional and developmental variables. The research indicates that the emotional development of many adolescents with LD is not notably positive, and these students appear to be at increased risk for severe depression and suicide. The discussion highlights methodological pitfalls and developmental issues. Practical implications are suggested.

This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, including emotional, social, and behavioral development. In general, much more research, particularly intervention research, is needed in each of the 14 areas. Also, the data from several of the areas indicate that development may be more seriously hampered with increasing age.

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In spite of a relative lack of evidence attesting to the efficacy of paraprofessionals in enhancing student outcomes, there has been a phenomenal growth in utilization of paraprofessionals in special education service delivery roles. A literature review indicated a need for additional information on this issue. Over the years the role of paraprofessionals has expanded to include increased use of these personnel for formal assessment, initial instruction, and home-school support, in addition to other activities that have, historically, been performed by teachers. This article includes a review of the efficacy literature, professional educators' attitudes toward use of paraprofessionals, and information available on training models for paraprofessionals, and serves as a foundation for future research on the utilization of paraprofessionals in special education programs.