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Caldarella, Paul; Williams, Leslie; Hansen, Blake D.; Wills, Howard – Early Childhood Education Journal, 2015
Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching…
Descriptors: Student Behavior, Elementary School Students, Intervention, Early Childhood Education
Donaldson, Jeanne M.; Vollmer, Timothy R.; Krous, Tangala; Downs, Susan; Berard, Kerri P. – Journal of Applied Behavior Analysis, 2011
The good behavior game (GBG) is a classwide group contingency that involves dividing the class into two teams, creating simple rules, and arranging contingencies for breaking or following those rules. Five kindergarten teachers and classrooms participated in this evaluation of the GBG. Disruptive behavior markedly decreased in all five classrooms…
Descriptors: Kindergarten, Classroom Environment, Classroom Techniques, Games
Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Baker, Scott K.; Smolkowski, Keith; Fien, Hank – School Psychology Review, 2016
There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among…
Descriptors: Kindergarten, Core Curriculum, Mathematics Curriculum, Mathematics Achievement
Neuman, Susan B.; Danielson, Katie – Early Education and Development, 2021
Research Findings: This study examines the complexities of enacting an explicit content-rich curriculum in a large urban school district. Thirty-six teachers from 12 elementary schools, preK through Grade 1 were recruited to teach the "World of Words," an integrated science and literacy supplementary curriculum. Prior to the start of the…
Descriptors: Curriculum Implementation, Integrated Curriculum, Content Area Reading, Elementary School Science
Meyer, Lori E.; Ostrosky, Michaelene M. – Topics in Early Childhood Special Education, 2016
This efficacy study investigated whether a class-wide disability awareness curriculum would result in increased close friendships for 26 kindergarteners with disabilities enrolled in six inclusive classrooms. Findings suggest that participation in a disability awareness curriculum alone does not lead to increased friendships. Evidence suggests…
Descriptors: Kindergarten, Young Children, Inclusion, Friendship
Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Turtura, Jessica; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K. – Exceptional Children, 2019
This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…
Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten
Hobbs, L. Jon; Overby, Melanie – Grantee Submission, 2019
The UPSTART Summer program is a federally funded i3 validation project that uses a computer-based program to maintain and develop the literacy skills of elementary school students in rural Utah during the summer months when school is out of session. Researchers used a quasi-experimental design to evaluate the impact of the program in forestalling…
Descriptors: Summer Programs, Elementary School Students, Rural Schools, Educational Technology
Low, Sabina; Smolkowski, Keith; Cook, Clayton; Desfosses, Danielle – Developmental Psychology, 2019
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…
Descriptors: Social Development, Emotional Development, Elementary School Teachers, Elementary School Students
Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Cary, Mari Strand – Journal of Learning Disabilities, 2016
This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…
Descriptors: Intervention, Kindergarten, At Risk Students, Number Concepts
Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K.; Kosty, Derek – Grantee Submission, 2016
This study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly…
Descriptors: Mathematics Instruction, Kindergarten, Intervention, Sustainability
Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Grantee Submission, 2019
Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically-validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities…
Descriptors: Intervention, Program Effectiveness, Mathematics Instruction, Learning Problems
Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J. – Grantee Submission, 2014
This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for…
Descriptors: Reading Instruction, Teaching Methods, Intervention, Reading Comprehension
Stage, Scott A.; Jackson, Hal G.; Moscovitz, Kara; Erickson, Marcia Jensen; Thurman, Stacy Ogier; Jessee, Wyeth; Olson, Erin M. – School Psychology Review, 2006
Using multimethod-multisource functional behavioral assessment (FBA), 3 students (in kindergarten, first grade, and ninth grade) with behavioral disabilities at risk for change of placement received interventions. Indirect assessments included the Functional Assessment Checklist for Teachers and Staff--Part A & B, the Student-Directed…
Descriptors: Check Lists, Functional Behavioral Assessment, Grade 9, Grade 1
What Works Clearinghouse, 2015
In the 2014 report, "Closing the Achievement Gap Through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten," researchers examined the impacts of "Tools of the Mind" on cognitive and academic…
Descriptors: Achievement Gap, Randomized Controlled Trials, Educational Innovation, Kindergarten
Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike – Journal of Child Psychology and Psychiatry, 2008
Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases…
Descriptors: School Readiness, Behavior Problems, Interpersonal Competence, Self Management
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