Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Social Development | 2 |
| Autism | 1 |
| Behavior Modification | 1 |
| Behavior Problems | 1 |
| Competence | 1 |
| Early Childhood Education | 1 |
| Effect Size | 1 |
| Elementary School Students | 1 |
| Emotional Development | 1 |
| Health | 1 |
| Inclusive Schools | 1 |
| More ▼ | |
Author
| Barghaus, Katherine M. | 1 |
| Brumley, Benjamin | 1 |
| Dahlke, Katie | 1 |
| Fantuzzo, John W. | 1 |
| Flanagan, Kristin | 1 |
| Goldstein, Howard | 1 |
| Howard, Eboni C. | 1 |
| Liu, Feng | 1 |
| Schneider, Naomi | 1 |
| Tucker, Natalie | 1 |
| Weinberg, Emily | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 2 |
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
| Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Oral and Written Language… | 2 |
| Social Skills Rating System | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkBarghaus, Katherine M.; Dahlke, Katie; Fantuzzo, John W.; Howard, Eboni C.; Tucker, Natalie; Weinberg, Emily; Liu, Feng; Brumley, Benjamin; Williams, Ryan; Flanagan, Kristin – Early Education and Development, 2023
Research Findings: Kindergarten is the gateway to education and a point of great variability in children's knowledge and skills. As a result, there is keen interest in kindergarten entry assessments (KEAs) to understand and address gaps in early skills. This study rigorously investigated the Commonwealth of Pennsylvania's Kindergarten Entry…
Descriptors: Kindergarten, School Readiness, Measurement, Competence
Schneider, Naomi; Goldstein, Howard – Journal of Positive Behavior Interventions, 2010
The current study investigated the effects of Social Stories written according to Gray's specifications on on-task behavior in inclusive classroom settings in three children with autism. Using a multiple-baseline design across participants, modest improvements in on-task behavior were associated with implementation of an auditory-visual Social…
Descriptors: Intervention, Autism, Behavior Modification, Story Telling
