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Direct linkGorski, Karlyn J. – Grantee Submission, 2021
School engagement predicts academic achievement and attainment, yet remains under-theorized in the sociological literature. While psychologists describe three distinct yet mutually reinforcing categories of school engagement (behavioral, emotional, and cognitive engagement), sociologists have largely neglected to analyze cognitive engagement.…
Descriptors: Student Participation, After School Programs, Learner Engagement, Student Attitudes
Harbourne, Regina T.; Dusing, Stacey C; Lobo, Michele A.; McCoy, Sarah W.; Koziol, Natalie A.; Hsu, Lin-Ya; Willett, Sandra; Marcinowski, Emily C.; Babik, Iryna; Cunha, Andrea B.; An, Mihee; Chang, Hui-Ju; Bovaird, James A.; Sheridan, Susan M. – Grantee Submission, 2020
Objective: Our objective was to evaluate the efficacy of the Sitting Together and Reaching to Play (START-Play) intervention in young infants with neuromotor disorders. Method: This randomized controlled trial compared usual care-early intervention (UC-EI) with START-Play plus UC-EI. Analyses included 112 infants with motor delay (55 UC-EI, 57…
Descriptors: Program Effectiveness, Early Intervention, Infants, Neurological Impairments
Engelstad, Anne-Michelle; Holingue, Calliope; Landa, Rebecca J. – Grantee Submission, 2020
Purpose: Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this…
Descriptors: Preschool Children, Autism, Pervasive Developmental Disorders, Interpersonal Communication
