Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
Descriptor
Author
| Bouchard, Caroline | 1 |
| Brock, Matthew E. | 1 |
| Cannella-Malone, Helen | 1 |
| Duval, Stéphanie | 1 |
| Hamel, Christine | 1 |
| Pagé, Pierre | 1 |
| Schaefer, John M. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
| Ohio | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Behavior Assessment System… | 1 |
| Digit Span Test | 1 |
| Kaufman Assessment Battery… | 1 |
| Vineland Adaptive Behavior… | 1 |
| Woodcock Johnson Tests of… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkDuval, Stéphanie; Bouchard, Caroline; Pagé, Pierre; Hamel, Christine – Cogent Education, 2016
The goal of this study was to examine the relationship between the quality of classroom interactions in kindergarten and executive functions (EFs) among 5-year-old children. The sample consisted of 118 children, with a mean age of 73.34 months (SD = 4.22), from 12 kindergarten classes. The quality of classroom interactions was measured using the…
Descriptors: Kindergarten, Classroom Environment, Interaction, Executive Function
Schaefer, John M.; Cannella-Malone, Helen; Brock, Matthew E. – Remedial and Special Education, 2018
Peer support arrangements are an evidence-based practice for increasing interactions between students with severe disabilities and their peers in general education classrooms, but it is unclear how interactions vary across instructional formats or generalize outside the classroom. In this single-case design study, we tested the efficacy of peer…
Descriptors: Severe Disabilities, Peer Influence, Educational Environment, Intellectual Disability
