Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on…

This dissertation includes three individual articles that explore the relationship between witnessing bullying and defending behavior among students who are bystanders of bullying. Chapter One provides the rationale and purpose of this dissertation and an overview of the three articles that comprise it. Chapter Two employed a cross-sectional…

Contextual, identity, and cultural factors are not only associated with student outcomes but can also serve to moderate the effects of interventions. However, the conventional analysis of moderation commonly used in school psychology is subject to the selection bias potentially introducing bias into estimated moderator effects. This article…

Video Modeling (VM) is one of the most widely used approaches by researchers to improve many skills, such as academic skills in students with Learning Disabilities (LD; Boon et al., 2020). As the incidence rate of individuals with LD in Saudi Arabia increase (Almedlij & Rubinstein-Avila, 2018), the need for evidence-based math interventions…

Coping Power (CP) is a preventive intervention that focuses on reducing child externalizing problems. Although it is typically delivered in a group format (GCP), individually-delivered CP (ICP) has produced greater mean reductions in externalizing problems. However, standard analysis of randomized trials loses individual-level information…

The U.S. Nation's Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today's dynamic learning environments.…

Analyzing heterogeneous treatment effects (HTEs) plays a crucial role in understanding the impacts of educational interventions. A standard practice for HTE analysis is to examine interactions between treatment status and preintervention participant characteristics, such as pretest scores, to identify how different groups respond to treatment.…

Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems. Given that current mathematics curriculum standards emphasize conceptual understanding in problem solving as well as higher-order thinking and reasoning, the purpose of this study was to evaluate the impact of a model-based…

Interventions can be designed to support the interactions of children with visual impairments with their learning environments. However, there is a need to develop systematic and theory-based interventions for supporting children with visual impairments and additional disabilities in their learning environments. This exploratory qualitative study…

Sophisticated analytic strategies have been proposed as viable methods to improve the quantification of student improvement and to assist educators in making treatment decisions. The performance of three categories of latent growth modeling techniques (linear, quadratic, and dual change) to capture growth in oral reading fluency in response to a…

The aim of this study was to investigate the effects of two different physical education intervention programmes on cognitive functions (i.e. creativity, attention and impulse control) in primary education students. These dimensions were measured in 168 children (8-12 years) before and after two 8-week intervention programmes with different…

This simulation study examines the characteristics of the Explanatory Item Response Model (EIRM) when estimating treatment effects when compared to classical test theory (CTT) sum and mean scores and item response theory (IRT)-based theta scores. Results show that the EIRM and IRT theta scores provide generally equivalent bias and false positive…

The piecewise latent growth models (PWLGMs) can be used to study changes in the growth trajectory of an outcome due to an event or condition, such as exposure to an intervention. When there are multiple outcomes of interest, a researcher may choose to fit a series of PWLGMs or a single parallel-process PWLGM. A comparison of these models is…

Converging evidence suggests that traditional domain-general working memory (WM) training does not have reliable far-transfer effects, but produces reliable, modest near-transfer effects on structurally similar untrained tasks. Given the critical role of WM in academic development, WM training that incorporates task-specific features may maximize…

Analyzing heterogeneous treatment effects (HTE) plays a crucial role in understanding the impacts of educational interventions. A standard practice for HTE analysis is to examine interactions between treatment status and pre-intervention participant characteristics, such as pretest scores, to identify how different groups respond to treatment.…