The implementation of projects that go beyond the boundaries of schools can connect people in different countries and enhance the development of the well-known objectives of physical education (e.g., health development, teamwork, or responsibility), with the addition of specific skills (e.g., intercultural awareness, language learning, or…

Computational thinking is accepted today as a collection of cognitive and social skills required for functioning in the 21st century. The paper presents a conceptual view at computational thinking that encompass concepts, problem-solving skills, application skills, and social skills. To impart those perceptions and skills the paper proposes the…

This study reports on two pilot studies developing a telemedicine parent-delivered social skills intervention (PDSSI) for school-aged children with ASD. Pilot study 1 involved initial development, training, and feasibility testing for six parent-child pairs using in-person training and fidelity monitoring. Findings from study 1 supported the…

The issue that this study addresses is the lack of implementation of Social Emotional Learning (SEL) in today's classrooms. To address this problem, the purpose of this study will be exploring the experience of students positively impacted by a teacher coded as using Social Emotional Competence. To gather data, assessment scores of several…

In this study, we evaluated three lessons from a manualized social play skills intervention, Play20. Play20 is a focused intervention that is designed to improve early social skill development in children with autism spectrum disorder through naturalistic play. First, we evaluated the procedural fidelity of instructor implementation of Play20, and…

This study conducted a scoping review of publications in mobile Computer-Supported Collaborative Learning for mathematics. Papers published between 2007 and 2021 inclusive were retrieved from research databases to achieve this goal. Twenty-eight papers met the inclusion-exclusion criteria of the study. It was shown that two papers were published…

The ability to work effectively in a diverse team is a valuable skill which is transferable to many contexts. As such, it is important to build this skill through deliberate, targeted, and meaningful learning activities in higher education. The Vertically Integrated Projects (VIP) model enhances team diversity by combining students from different…

Social deficits are often a core area of development for students in special education, thus schools are charged with providing social skills interventions. Although many strategies are available, few schools successfully employ evidence-based interventions for students with autism and related disabilities. A way to address these concerns while…

Schools are seeking additional ways to cultivate positive school climate and culture, address problematic behavior, and increase the social-emotional behavior competencies of students. Restorative Practices (RP) is a whole-school practice that emphasizes prevention and positive responses to challenging behavior that can be used across all settings…

Purpose: This systematic review aimed to examine the effectiveness of the Social Communication, Emotional Regulation, and Transactional Support (SCERTS) Model--based interventions in supporting developmental skills of children who were diagnosed with or at increased likelihood of autism. Method: We searched six electronic databases, in addition to…

Students with Emotional and Behavioral Disabilities (EBDs) are often pushed out of the least restrictive schooling environment due to schools' inability to meet their unique learning needs (OSEP, 2020). School-Wide Positive Behavior Interventions and Supports (SW-PBIS) is a research-based framework for helping school teams establish social and…

Check in-check out (CICO) is a widely used and studied behavioural intervention. Although CICO is an effective way to support pupils' behaviour in a school context, not all pupils benefit from basic CICO. A single-case experimental study was designed to evaluate the effects of CICO Plus support (CICO Plus) for participants whose behaviour was…

High-quality teacher-student relationships are instrumental to the success of social and emotional learning interventions. Bandura's Social Cognitive Theory (1986), is a theoretical framework that focuses on self-efficacy, collective efficacy, vicarious learning, and triadic reciprocal determinism (i.e., behavior, personal factors, and…

Social-emotional learning (SEL) allows students to develop core skills of self-management, self-awareness, social awareness, responsible decision making, and relationship skills, which in turn enhances children's abilities to successfully engage in these behaviors (CASEL, 2013). Educators are seeing a rise in negative behaviors, emotional issues…

This chapter showcases the implementation of an E+VE (Erasmus+ Virtual Exchange) project in a 'broadening module' (elective content-specific modules offered across the university curricula) at the University of Limerick (UL), entitled 'Communication Across Cultures'. The pedagogical approach follows a blended learning model where face-to-face…