We investigated whether three interventions -- studying incorrect worked examples, studying correct worked examples, or receiving feedback -- improved children's 0-1,000 (Experiment 1) and adults' 1 thousand--1 billion (Experiment 2) number-line estimation precision relative to a no intervention control group. At pretest, participants estimated…

Problem/Purpose: Young children with developmental speech and/or language impairment (DSLI) often fail to develop important oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the TELL curriculum and associated evidence-based…

Objective: There are currently no empirically-supported, comprehensive school-based interventions (CSBIs) for children with autism spectrum disorder (ASD) without concomitant intellectual and language disability. This study compared outcomes for a CSBI (schoolMAX) to typical educational programming (services-as-usual [SAU]) for these children.…

Models are central to the practice and teaching of science. Yet people often fail to grasp how scientific models explain their observations of the world. Realizing the explanatory power of a model may require aligning its relational structure to that of the observable phenomena. The present research tested whether "relational…

Background: With rates of autism diagnosis continuing to rise, there is an urgent need for effective and efficient service delivery models. Pivotal Response Treatment (PRT) is considered an established treatment for autism spectrum disorder (ASD); however, there have been few well-controlled studies with adequate sample size. The aim of this study…

The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…

Background: Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods: This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children…

Children from low socioeconomic backgrounds (SES) are at increased risk of reading problems. Although phonological awareness consistently emerges as a critical literacy skill for children, little research exists regarding the effects of the acquisition of phonological awareness skills on decreasing the reading achievement gap between children of…

Previously researchers identified a behavioral profile that predicted treatment response of children with autism to a specific behavioral intervention, Pivotal Response Training (PRT). This preliminary investigation sought to refine this profile by obtaining six participants matching the original nonresponder profile on all but one of the profile…

Differential responsiveness to intervention programs suggests the inadequacy of a single treatment approach for all children with autism. One method for reducing outcome variability is to identify participant characteristics associated with different outcomes for a specific intervention. In this investigation, an analysis of archival data yielded…

A study of the effects of peer-pairing and integrative motivation on both formal language performance and actual language behavior with Korean immigrant children is presented. The formal language learning was measured by tests of oral production and listening comprehension, and actual language behavior was measured by observations in a natural…

This report focuses on young mothers who had children as teenagers, who had dropped out of high school, and who were receiving Aid to Families with Dependent Children. It was a voluntary demonstration project that provided comprehensive education, training, and other services intended to increase the long-term self-sufficiency and well-being of…

Twenty first-grade teachers' use of knowledge from research about mathematical thinking of children was compared with that of 20 teachers who did not participate in an analysis of research. Implications for teacher education and practice are discussed. (SLD)

A question-answering strategy for problem solving is described, and the effects of instruction in that strategy on student learning are examined in a computer-assisted context involving 46 fifth graders. The reasons students trained in guided questions performed better are discussed. (SLD)

One hundred forty fourth graders were asked to solve proportion problems about juice-mixing situations both before and after an intervention that used a manipulative model or other materials in three experiments. Results indicate different approaches appear to be necessary to facilitate children's proportional reasoning, depending on the reasoning…