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Showing 1 to 15 of 206 results Save | Export
Stichter, Janine P; Malugen, Emily; Herzog, Melissa; O'Donnell, Rose; Kilgus, S; Schoemann, Alexander M. – Grantee Submission, 2018
Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the…
Descriptors: Interpersonal Competence, Intervention, Randomized Controlled Trials, Program Effectiveness
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Farmer, Thomas W.; Dawes, Molly; Hamm, Jill V.; Lee, David; Mehtaji, Meera; Hoffman, Abigail S.; Brooks, Debbie S. – Grantee Submission, 2018
The "invisible hand" is a metaphor that refers to teachers' impact on the classroom peer ecology. Although teachers have the capacity to organize the classroom environment and activities in ways that contribute to students' social experiences, their contributions are often overlooked in research on students' peer relations and the…
Descriptors: Classroom Techniques, Teaching Methods, Special Education, Disabilities
Schertz, Hannah H.; Call-Cummings, Meagan; Horn, Kathryn; Quest, Kelsey; Law, Rhiannon Steffen – Grantee Submission, 2018
A qualitative study of three parents and their toddlers with autism was conducted to investigate the communicative functions underlying parent-toddler interactions and how the instrumental or social nature of one partner's actions influenced the other's engagement. Parent-child interaction videos collected from a separate intervention study were…
Descriptors: Autism, Child Development, Coding, Data Analysis
Sutherland, Kevin S; Conroy, Maureen A; McLeod, Bryce D; Algina, James; Kunemund, Rachel L – Grantee Submission, 2018
Teachers sometimes struggle to deliver evidence based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher…
Descriptors: Delivery Systems, Positive Behavior Supports, Performance Factors, Integrity
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Pustejovsky, James E. – Grantee Submission, 2018
A wide variety of effect size indices have been proposed for quantifying the magnitude of treatment effects in single-case designs. Commonly used measures include parametric indices such as the standardized mean difference, as well as non-overlap measures such as the percentage of non-overlapping data, improvement rate difference, and non-overlap…
Descriptors: Effect Size, Measurement Techniques, Monte Carlo Methods, Observation
Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia – Grantee Submission, 2018
Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement…
Descriptors: Teaching Methods, Grade 3, Elementary School Mathematics, Elementary School Teachers
Babinski, Leslie M.; Amendum, Steven J.; Knotek, Steven E.; Sánchez, Marta; Malone, Patrick S. – Grantee Submission, 2018
Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English Learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural…
Descriptors: English (Second Language), Language Proficiency, Surveys, Second Language Learning
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Harmon, Hobart; Tate, Veronica; Stevens, Jennifer; Wilborn, Sandy; Adams, Sue – Grantee Submission, 2018
The goal of the Rural Math Excel Partnership (RMEP) project, a development project funded by the U.S. Department of Education Investing in Innovation (i3) grant program, was to develop a model of shared responsibility among families, teachers, and communities in rural areas as collective support for student success in and preparation for advanced…
Descriptors: Rural Schools, Partnerships in Education, Program Evaluation, Mathematics Education
Rieth, Sarah R.; Haine-Schlagel, Rachel; Burgeson, Marilee; Searcy, Karyn; Dickson, Kelsey S.; Stahmer, Aubyn C. – Grantee Submission, 2018
Naturalistic developmental behavioral interventions include an explicit focus on coaching parents to use therapy techniques in daily routines and are considered best practice for young children with autism. Unfortunately, these approaches are not widely used in community settings, possibly due to the clinical expertise and training required. This…
Descriptors: Toddlers, At Risk Persons, Language Impairments, Intervention
Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Grantee Submission, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
Kennedy, Michael J.; Rodgers, Wendy J.; Romig, John Elwood; Mathews, Hannah Morris; Peeples, Katherine N. – Grantee Submission, 2018
Improving inclusive middle school science teachers' vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)-funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called…
Descriptors: Middle School Teachers, Science Teachers, Vocabulary, Faculty Development
Swan, Daniel M.; Pustejovsky, James E. – Grantee Submission, 2018
Single-case designs are a class of repeated measures experiments used to evaluate the effects of interventions for small or specialized populations, such as individuals with low-incidence disabilities. There has been growing interest in systematic reviews and syntheses of evidence from single-case designs, but there remains a need to further…
Descriptors: Research Design, Intervention, Effect Size, Statistical Analysis
Buzhardt, Jay; Greenwood, Charles R.; Walker, Dale; Jia, Fan; Schnitz, Alana G.; Higgins, Susan; Montagna, Debra; Muehe, Christine – Grantee Submission, 2018
Programs serving infants and toddlers are expected to use child data to inform decisions about intervention services; however, few tools exist to support these efforts. The Making Online Decisions (MOD) system is an adaptive intervention that guides early educators' data-based intervention decision making for infants and toddlers at risk for…
Descriptors: Infants, Toddlers, Early Intervention, Decision Making
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Lemons, Christopher J.; Vaughn, Sharon; Wexler, Jade; Kearns, Devin M.; Sinclair, Anne C. – Grantee Submission, 2018
In "Endrew F. v Douglas County School District RE-1," the U.S. Supreme Court affirmed the requirement that schools provide special education services designed to confer education benefit that is more than de minimus. "Endrew" offers an opportunity for the special education community to consider whether students with learning…
Descriptors: Special Education, Student Needs, Court Litigation, Learning Disabilities
Ariel, Robert; Karpicke, Jeffrey D. – Grantee Submission, 2018
Repeated retrieval practice is a powerful learning tool for promoting long-term retention, but students use this tool ineffectively when regulating their learning. The current experiments evaluated the efficacy of a minimal intervention aimed at improving students' self-regulated use of repeated retrieval practice. Across 2 experiments, students…
Descriptors: Self Management, Recall (Psychology), Retention (Psychology), Intervention
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