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Direct linkSandy Thompson-Hodgetts; Ashley McKillop; Mélanie Couture; Stephanie Shire; Jonathan A. Weiss; Lonnie Zwaigenbaum – Journal of Autism and Developmental Disorders, 2024
To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5--10 min intervention included four components: (1) diagnostic label,…
Descriptors: Children, Autism Spectrum Disorders, Intervention, Peer Relationship
Download full textJessica Kotik; Christopher A. Was – Educational Research: Theory and Practice, 2024
The current study investigated the hypothesis that implementing a mindfulness intervention could significantly alleviate anxiety caused by a deficit in reading comprehension, as well as improve trait mindfulness and efficacy. Students with reading difficulties enrolled in a corrective reading intervention program served as participants. All…
Descriptors: Metacognition, Intervention, Anxiety, Reading Comprehension
Emily N. Cyr; Kathryn M. Kroeper; Hilary B. Bergsieker; Tara C. Dennehy; Christine Logel; Jennifer R. Steele; Rita A. Knasel; W. Tyler Hartwig; Priscilla Shum; Stephanie L. Reeves; Odilia Dys-Steenbergen; Amrit Litt; Christopher B. Lok; Taylor Ballinger; Haemi Nam; Crystal Tse; Amanda L. Forest; Mark Zanna; Sheryl Staub-French; Mary Wells; Toni Schmader; Stephen C. Wright; Steven J. Spencer – Child Development, 2024
Girls and women face persistent negative stereotyping within STEM (science, technology, engineering, mathematics). This field intervention was designed to improve boys' perceptions of girls' STEM ability. Boys (N = 667; mostly White and East Asian) aged 9-15 years in Canadian STEM summer camps (2017-2019) had an intervention or control…
Descriptors: Females, Womens Education, STEM Education, Summer Programs
Bloomfield, Bradley S. – Journal of Behavioral Education, 2023
Groups of children often transition between activity spaces in both academic and recreational settings. In schools, children may be asked to walk as a group between the classroom and spaces such as a cafeteria and playground whereas summer camps similarly use different spaces for separate activities throughout a scheduled day. Interdependent group…
Descriptors: Resident Camp Programs, Physical Activities, Summer Programs, Intervention
Johnathan R. Meier; Erinn J. Victory; Rebecca I. LaQuaglia; Matthew J. Kasopsky; Jeongwi An; Gabriella R. Johnson; Andrew D. Mendonsa; Stephanie R. McWilliams – Journal of Youth Development, 2024
The prevalence of mental health issues among youth, with nearly half meeting diagnostic criteria for a mental health disorder and suicide being a leading cause of death, underscores the urgency for effective intervention (National Institute of Mental Health, 2023). Summer camps, hosting millions of children annually, are urged by the American Camp…
Descriptors: Mental Health, Mental Health Programs, Camps, Barriers
Leblebicioglu, Gulsen; Cetin, Pinar; Eroglu Dogan, Eylem; Metin Peten, Duygu; Capkinoglu, Esra – Research in Science & Technological Education, 2021
Background: Many survey studies conducted in different countries have reported that students had stereotypical images of scientists, such as being male, old, bald, wearing eyeglasses, and working in laboratories. There are also intervention studies to introduce real scientists and change students' stereotypical image of scientists. The current…
Descriptors: Science Education, Camps, Scientists, Stereotypes
Miller, Zoe Maya; Bloomfield, Bradley S.; Fauvel, Gemima; Crehan, Eileen – Behavioral Disorders, 2022
The Good Behavior Game (GBG) is a behavior intervention typically used in traditional classroom settings. This study tested the effectiveness of the Super Clean-Up Game, a modified version of the GBG, for youth with disabilities at a residential summer camp to increase productivity and strengthen the social skills of youth with disabilities. The…
Descriptors: Games, Productivity, Prosocial Behavior, Residential Programs
Sanner, Catherine M.; Neece, Cameron L.; Herbozo, Sylvia; Baum, Marti F. – Journal of Applied Research in Intellectual Disabilities, 2021
Background: Obesity rates are higher in children with intellectual and developmental disabilities (DD) compared to typically developing (TD) children. In TD children, family-based (FB) interventions for obesity are the most effective interventions. Research addressing obesity interventions for children with IDD is limited. Method: We adapted a…
Descriptors: Intervention, Camps, Health Promotion, Obesity
Brazendale, Keith; Brazendale, Allison B.; Garcia, Jeanette M.; Monroe, Courtney M.; Weaver, R. Glenn; Beets, Michael W. – Journal of Autism and Developmental Disorders, 2021
The 'Structured Days Hypothesis' suggests that children's obesogenic behaviors (e.g., activity, diet, sleep, and screen time) are less favorable during times when there is less-structure to a child's day (e.g., summer). To compare obesogenic behaviors of children with developmental disabilities (DD) during summer on days with differing amounts of…
Descriptors: Child Health, Health Behavior, Body Weight, Obesity
Cameron, Maxwell A.; Ribeiro, Alessandra; Baier, Gerald; McKay, Spencer; Monnerat, Rebecca Alegría; Cameron, Catherine Ann – Journal of Political Science Education, 2023
Competition among parties is a central feature of democratic politics, but extreme partisanship can undermine democratic practices and institutions. We report the results of a formative curricular intervention involving reflective discussions designed to avoid hyper-partisanship in a training program for anyone--including university students--with…
Descriptors: Political Science, Political Attitudes, Content Analysis, Public Officials
Jelena Obradovic; Michael J. Sulik; Emma Armstrong-Carter – Grantee Submission, 2021
This preregistered, randomized field experiment tested the effectiveness of a brief deep breathing intervention on children's concurrent physiological arousal in naturalistic settings (N = 342; M[subscript age] = 7.48 years; 46% female; 53% Asian, 26% White; 21% other race/ethnicity). The treatment consisted of an animated video that introduced…
Descriptors: Relaxation Training, Intervention, Physiology, Video Technology
Ismail Dönmez – Journal of Baltic Science Education, 2023
Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student's perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of…
Descriptors: Sex Stereotypes, STEM Careers, STEM Education, Gender Differences
Desmet, Ophélie Allyssa; Cakmakci, Huzeyfe; Tuzgen, Abdullah – AERA Online Paper Repository, 2023
The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed methods design, we evaluated data from 38 secondary…
Descriptors: Secondary School Students, Gifted Education, Camps, Online Courses
Hawks, Zoë; Constantino, John N.; Weichselbaum, Claire; Marrus, Natasha – Journal of Autism and Developmental Disorders, 2020
Motor impairment is common in autism spectrum disorder (ASD) and, as such, a potential target for interventions to improve adaptive functioning. This study investigated motor skill acquisition in children with ASD (n = 15, 12 males; ages 7-16 years) during iCan Bike Camp, a 1-week, community-based intervention (5 × 75-min sessions) to teach…
Descriptors: Skill Development, Psychomotor Skills, Teaching Methods, Autism
Koegel, Lynn Kern; Glugatch, Lindsay B.; Koegel, Robert L.; Castellon, Fernanda A. – Journal of Autism and Developmental Disorders, 2019
Children with autism spectrum disorder demonstrate challenges in socialization that can interfere with their participation in common childhood activities and can persist or worsen if not addressed. The purpose of this study was to assess whether individualized education program (IEP) social goals could be targeted by a supervised paraprofessional…
Descriptors: Autism, Pervasive Developmental Disorders, Socialization, Individualized Education Programs
