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Peer reviewed
Direct linkAngela MacDonald-Prégent; Fauzia Saiyed; Krista Hyde; Megha Sharda; Aparna Nadig – Journal of Autism and Developmental Disorders, 2024
Purpose: Autistic children with limited spoken language ability (LSLA) often do not respond to traditional interventions, reducing their social inclusion. It is essential to identify effective interventions, and sensitive measures to track their intervention response. Methods: Using data from an RCT comparing music-mediated and play-based…
Descriptors: Autism Spectrum Disorders, Intervention, Music, Music Therapy
Boucher, Hilary; Carder, Danielle; Schoen, Sarah A. – Journal of Occupational Therapy, Schools & Early Intervention, 2023
Sensory over-responsivity in the vestibular domain (aka gravitational insecurity) has been frequently identified in the literature. However, little has been written about the effectiveness of interventions, especially in toddlers with these idiopathic challenges (e.g. without a diagnosis of autism). The objective of this pilot study was to test…
Descriptors: Toddlers, Intervention, Research Methodology, Responses
Hubbard, Jessica – ProQuest LLC, 2023
Students receiving special education services for emotional disturbance (ED) are one of the most challenging groups of students to work with in the school setting. Special education policies have shifted to place students in their least restrictive environment, which has increased the percentage of students with ED in the general education…
Descriptors: Students, Emotional Disturbances, Student Behavior, Self Management
Lesner, Taylor A. – ProQuest LLC, 2023
Concerns about low mathematics achievement have created a push to increase national mathematics proficiency levels through research and policy. Efforts have largely focused on early mathematics interventions for students with or at risk for mathematics learning difficulties implemented within multi-tiered response to intervention (RTI) frameworks.…
Descriptors: Mathematics Achievement, Response to Intervention, Intervention, Kindergarten
Anjalee W. Galion; Justin G. Farmer; Heidi V. Connolly; Virginia D. Allhusen; Amanda Bennett; Daniel L. Coury; Janet Lam; Ann M. Neumeyer; Kristin Sohl; Manisha Witmans; Beth A. Malow; Autism Treatment Network/Autism Intervention Research Network on Physical Health (ATN/AIR-P) Sleep Committee, Contributor – Journal of Autism and Developmental Disorders, 2024
Children with autism spectrum disorder (ASD) report high rates of sleep problems. In 2012, the Autism Treatment Network/Autism Intervention Research Network on Physical Health (ATN/AIR-P) Sleep Committee developed a pathway to address these concerns. Since its publication, ATN/AIR-P clinicians and parents have identified night wakings as a…
Descriptors: Children, Autism Spectrum Disorders, Sleep, Intervention
Judd L. Leach; Lesley F. Leach; Kyle Post – Journal of Legal Studies Education, 2024
Negligence can be a difficult concept for business law students to understand, likely due to faulty schemas and naïve theories formed by their prior experiences. In this article, we describe a metacognitive teaching intervention used in a business law course to potentially overcome students' misconceptions regarding negligence. On average,…
Descriptors: Law Students, Metacognition, Intervention, Negligence
Elizabeth H. Kushner; Nicole Hendrix; Nailah Islam; Katherine Pickard – Autism: The International Journal of Research and Practice, 2024
Naturalistic developmental behavioral interventions are an empirically supported intervention approach for young autistic children. Despite the prevalence of disruptive behaviors among autistic children, most manualized caregiver-mediated naturalistic developmental behavioral interventions include limited formal guidance on when and how to manage…
Descriptors: Behavior Problems, Intervention, Behavior Modification, Autism Spectrum Disorders
Lorraine Silver; Emma Emanuel; Ellen Jones – Educational Psychology in Practice, 2024
The medium-term impact of emotional literacy support assistant (ELSA) intervention is unknown. Therefore, emotional literacy (EL) data were collected through intervention assessment records (IAR) and social and emotional support assessment (SESA) questionnaires from 18 children and young people (CYP) and 18 ELSAs and class teachers (CTs) jointly…
Descriptors: Foreign Countries, Emotional Disturbances, Elementary School Students, Secondary School Students
Catherine Bent; Susan Glencross; Karen McKinnon; Kristelle Hudry; Cheryl Dissanayake; The Victorian ASELCC Team; Giacomo Vivanti – Journal of Autism and Developmental Disorders, 2024
Many autistic children require support to meet their learning needs. Given the heterogeneity within the autism spectrum it is plausible that different types of support might be better suited to different children. However, knowledge on what interventions work best for which children is limited. We examined the outcomes of autistic preschool-aged…
Descriptors: Autism Spectrum Disorders, Intervention, Preschool Children, Early Intervention
Mike Coldwell; Nick Moore – British Educational Research Journal, 2024
Discussions of randomised controlled trials (RCTs) in education that do not show an impact regularly focus on the intervention and how it failed to impact on expected measures, with typologies identifying persistent critical points of failure. This paper uses one such RCT--the Integrating English programme--to exemplify the application of a new…
Descriptors: Randomized Controlled Trials, Failure, Models, Evaluation
Patricia Pérez-Curiel; Eva Vicente; Mª Lucía Morán; Laura E. Gómez – British Journal of Learning Disabilities, 2024
Background: Special attention is required when considering any educational intervention aimed at its promotion and development. Our objective is to conduct an umbrella review of systematic reviews that gather evidence from relationships and sex education programmes tailored for individuals with intellectual disabilities. Methods: The protocol was…
Descriptors: Sex Education, Intellectual Disability, Intervention, Program Effectiveness
Jerusalem Merkebu; Mario Veen; Shera Hosseini; Lara Varpio – Advances in Health Sciences Education, 2024
The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across…
Descriptors: Metacognition, Reflection, Medical Education, Concept Formation
Pickard, Katherine; Mellman, Hannah; Frost, Kyle; Reaven, Judy; Ingersoll, Brooke – Journal of Autism and Developmental Disorders, 2023
Naturalistic developmental behavioral interventions (NDBIs) are evidence-based interventions for young children with autism spectrum disorder. There has been growing interest in implementing manualized NDBIs within the early intervention (EI) system without a clear understanding of how these programs and the broader strategies encompassed within…
Descriptors: Autism Spectrum Disorders, Intervention, Young Children, Behavior Modification
Langner, Jana; Fukkink, Ruben G. – International Journal of Language & Communication Disorders, 2023
Background: Interprofessional collaborative practices (IPCP) are considered to be a crucial factor in the optimal support of young children (3-6 years) with speech, language and communication needs (SLCN) in inclusive early childhood education and care (ECEC). Aims: To investigate IPCP in interventions using a collaborative approach for young…
Descriptors: Young Children, Early Intervention, Speech Impairments, Speech Therapy
Audrey A. Rouhandeh; Christine Honsberger; Nathaniel A. Shanok; Erin Brooker Lozott; Tess Levy; Alexander Kolevzon; Joseph D. Buxbaum; Marlene Sotelo; Jennifer Foss-Feig; Paige M. Siper – Journal of Autism and Developmental Disorders, 2024
As early identification of autism improves, there is a critical need for interventions to support the development of social communication skills in toddlers. Caregiver coaching and parental involvement is crucial for improving outcomes and providing children with adequate hours of planned active engagement. This pilot study assessed a 4-week…
Descriptors: Child Caregivers, Intervention, Interpersonal Competence, Communication Skills
