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Direct linkLocke, Jill; Wolk, Courtney Benjamin; Harker, Colleen; Olsen, Anne; Shingledecker, Travis; Barg, Frances; Mandell, David; Beidas, Rinad – Autism: The International Journal of Research and Practice, 2017
Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel (n = 39) on implementing a social engagement intervention for children with autism. Semi-structured…
Descriptors: Autism, Evidence Based Practice, Semi Structured Interviews, Administrators
Nye, Elizabeth; Gardner, Frances; Hansford, Lorraine; Edwards, Vanessa; Hayes, Rachel; Ford, Tamsin – Emotional & Behavioural Difficulties, 2016
Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic…
Descriptors: Foreign Countries, Classroom Techniques, Behavior Modification, Primary Education
Download full textJerrim, John; Macmillan, Lindsey; Micklewright, John; Sawtell, Mary; Wiggins, Meg – Education Endowment Foundation, 2016
Chess in Primary Schools is a whole-school approach to teaching primary school children how to play chess. Children take 30 hours of chess lessons delivered by a tutor who is an experienced chess player, and the school is given the option to set up a chess club as a lunchtime or after-school activity. Chess classes are delivered during the school…
Descriptors: Elementary Schools, Elementary School Students, Games, Competition
Pears, Katherine C.; Kim, Hyoun K.,; Fisher, Philip A.,; Yoerger, Karen – Grantee Submission, 2016
Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant…
Descriptors: Emergent Literacy, Preschool Education, Developmental Disabilities, Developmental Delays
Wiggins, Meg; Sawtell, Mary; Jerrim, John – Education Endowment Foundation, 2017
This Learner Response System (LRS) intervention involves the use of electronic handheld devices that allow teachers and pupils to provide immediate feedback during lessons. For example, pupils can respond to a question using the device and responses are immediately visible to the teacher, or they can work through problems on the device at their…
Descriptors: Handheld Devices, Audience Response Systems, Educational Technology, Technology Uses in Education
Smith, Bradley H.; Connington, Alison; McQuillin, Samuel; Crowder Bierman, Leigh – Advances in School Mental Health Promotion, 2014
There is growing interest in yoga to enhance positive youth development, but many challenges to overcome before introducing yoga to schools. Weisz et al. [Weisz, J. R., Jensen, A. L., McLeod, B. D. (2004). "Development and dissemination of child and adolescent therapies: milestones, methods, and a new deployment-focussed model." In E.…
Descriptors: Elementary School Students, Metacognition, Urban Schools, Barriers
Wiggins, Meg; Parrao, Constanza Gonzalez; Austerberry, Helen; Ingold, Anne – Education Endowment Foundation, 2017
The Foreign Language Learning (FLL) programme aimed to improve the English language attainment of Year 3 and 4 pupils through a detailed curriculum of weekly French classes with linked activity in English lessons. The programme, created by the Education Development Trust (formerly CfBT), lasted for three half-terms. French classes were 45 minutes…
Descriptors: Second Language Learning, Second Language Instruction, French, Literacy
