Publication Date
| In 2025 | 0 |
| Since 2024 | 5 |
| Since 2021 (last 5 years) | 25 |
| Since 2016 (last 10 years) | 50 |
| Since 2006 (last 20 years) | 79 |
Descriptor
| Intervention | 88 |
| Program Implementation | 88 |
| Young Children | 88 |
| Program Effectiveness | 35 |
| Early Childhood Education | 25 |
| Fidelity | 24 |
| Behavior Problems | 23 |
| Behavior Modification | 19 |
| Kindergarten | 16 |
| Autism | 15 |
| Coaching (Performance) | 15 |
| More ▼ | |
Source
Author
| Conroy, Maureen A. | 6 |
| Sutherland, Kevin S. | 5 |
| Ben Clarke | 4 |
| Christian T. Doabler | 4 |
| Derek Kosty | 4 |
| Fettig, Angel | 4 |
| Blair, Kwang-Sun Cho | 3 |
| Barton, Erin E. | 2 |
| Burkhardt, Tiffany | 2 |
| Carolyn Denton | 2 |
| Carr, Staci | 2 |
| More ▼ | |
Publication Type
Education Level
| Early Childhood Education | 36 |
| Kindergarten | 16 |
| Elementary Education | 13 |
| Primary Education | 13 |
| Preschool Education | 11 |
| Adult Education | 9 |
| Grade 1 | 2 |
| Grade 2 | 2 |
| High Schools | 1 |
| Higher Education | 1 |
| Secondary Education | 1 |
| More ▼ | |
Audience
| Practitioners | 4 |
| Administrators | 2 |
| Teachers | 1 |
Location
| Texas | 4 |
| Illinois | 2 |
| Japan | 2 |
| Oregon | 2 |
| Utah | 2 |
| Alabama | 1 |
| Australia | 1 |
| California | 1 |
| Canada | 1 |
| District of Columbia | 1 |
| Georgia | 1 |
| More ▼ | |
Laws, Policies, & Programs
| Education of the Handicapped… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkMelanie Pellecchia; Melissa Maye; Liza Tomczuk; Nicole Zhong; David S. Mandell; Aubyn C. Stahmer – Grantee Submission, 2024
Caregiver-mediated interventions for young autistic children are increasingly considered standard of care. These interventions share two sets of components: strategies to improve children's communication, behavior, and development; and procedures to coach caregivers to implement those strategies. To date, no review has examined how caregiver…
Descriptors: Young Children, Autism Spectrum Disorders, Intervention, Caregiver Role
Melanie Pellecchia; Melissa Maye; Liza Tomczuk; Nicole Zhong; David S. Mandell; Aubyn C. Stahmer – Infants and Young Children, 2024
Caregiver-mediated interventions for young autistic children are increasingly considered standard of care. These interventions share two sets of components: strategies to improve children's communication, behavior, and development; and procedures to coach caregivers to implement those strategies. To date, no review has examined how caregiver…
Descriptors: Young Children, Autism Spectrum Disorders, Intervention, Caregiver Role
Download full textTasia Brafford; Bath Harn; Ben Clarke; Christian T. Doabler; Derek Kosty; Kathleen Scalise – Grantee Submission, 2023
Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors' adherence to the programmed intervention. The current study used data from a kindergarten mathematics…
Descriptors: Program Implementation, Intervention, Educational Quality, Fidelity
Tasia Brafford; Beth Harn; Ben Clarke; Christian T. Doabler; Derek Kosty; Kathleen Scalise – Learning Disabilities Research & Practice, 2023
Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are: (1) the quality with which an intervention is delivered; and (2) instructors' adherence to the programmed intervention. The current study used data from a kindergarten…
Descriptors: Program Implementation, Intervention, Educational Quality, Fidelity
Abby K. Hodges; Phillip S. Strain; Garrett J. Roberts – Journal of Positive Behavior Interventions, 2024
A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent-Teach-Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three U.S. families showed that (a) a functional relation existed between parent…
Descriptors: Program Effectiveness, Behavior Problems, Behavior Modification, Parent Role
Swing Wilton, Katelin; Vachon, Aimée; Maeve Murphy, Katie; Al Aqra, Ayat; Ensour, Abdullah; Ibrahim, Iman; Tahhan, Anas; Hoyer, Kayla; Powell, Christine – Journal on Education in Emergencies, 2021
In this field note, we make a case for adapting Reach Up and Learn, an evidence-based home-visiting intervention, to the needs of refugees, internally displaced persons, and other vulnerable populations in the conflict-affected settings of Jordan, Lebanon, and northeastern Syria. We outline the implementation of the intervention in all three…
Descriptors: Home Visits, Foreign Countries, Program Implementation, Intervention
Douglas, Sarah N.; Dunkel-Jackson, Sarah M. D; Bagawan, Atikah; Sun, Tiantian – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: Telepractice has become a popular service delivery option for young children with autism spectrum disorder (ASD), especially as a result of the COVID-19 pandemic. However, practitioners can face some unique challenges when delivering interventions to young children and their families via telepractice. Furthermore, the use of telepractice…
Descriptors: Program Implementation, Telecommunications, Intervention, Young Children
Lee, James D.; Yoon, Christy D.; Meadan, Hedda – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: The purpose of this review article was to (a) scope the literature related to coaching caregivers of children with autism to provide an overview of current practices for assessment and intervention conducted via telepractice in collaboration with caregivers and (b) examine commonly reported challenges related to telepractice and potential…
Descriptors: Coaching (Performance), Caregivers, Autism, Pervasive Developmental Disorders
Imai-Matsumura, Kyoko; Schultz, David – Early Childhood Education Journal, 2022
The "first-grade problem" of the lack of concentration, listening, and following of instruction has been widely identified among Japanese kindergarten students. To promote their executive functioning and self-regulation to prevent this issue, we developed the Social Thinking and Academic Readiness Training (START) program. The…
Descriptors: Program Development, Self Control, Student Behavior, Kindergarten
Davis, Frances A.; Sexton, Sarah; Everhart, Kris; Shelden, M'Lisa – Young Exceptional Children, 2023
For decades, the fields of early childhood intervention and early childhood special education (EI/ECSE) have been promoting child participation in naturally occurring family and classroom activities and routines as the context for intervention and the use of caregiver coaching as a capacity-building, family-centered interaction style. The…
Descriptors: Program Implementation, Theory Practice Relationship, Research and Development, Early Childhood Education
Edmunds, Sarah R.; Frost, Kyle M.; Sheldrick, R. Chris; Bravo, Alice; Straiton, Diondra; Pickard, Katherine; Grim, Valerie; Drahota, Amy; Kuhn, Jocelyn; Azad, Gazi; Pomales Ramos, Anamiguel; Ingersoll, Brooke; Wainer, Allison; Ibanez, Lisa V.; Stone, Wendy L.; Carter, Alice; Broder-Fingert, Sarabeth – Autism: The International Journal of Research and Practice, 2022
Defining the central components of an intervention is critical for balancing fidelity with flexible implementation in both research settings and community practice. Implementation scientists distinguish an intervention's essential components (thought to cause clinical change) and adaptable periphery (recommended, but not necessary). While…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Fidelity
LeJeune, Lauren M.; Lemons, Christopher J.; Hokstad, Silje; Aldama, Rebeca; Naess, Kari-Anne B. – Topics in Early Childhood Special Education, 2022
Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g.,…
Descriptors: Oral Language, Vocabulary Development, Down Syndrome, Parent Education
Cain, Cary M.; Lopez, Kimberly Kay; Aririguzo, Lynda Chima; Cummings, Angela – Journal of Applied Research on Children, 2020
The number of interventions focused on early language development in young children has increased over the past decade. There is a paucity of research on the adoption and implementation of these programs in real-world community settings. This study presents findings from qualitative interviews with leadership, staff, and past participants of a…
Descriptors: Language Acquisition, Young Children, Early Childhood Education, Community Programs
Holt, Stephanie; Atkinson, Cathy – Educational & Child Psychology, 2022
Aims: This systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old. Method: School-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal…
Descriptors: Young Children, Metacognition, School Activities, Program Implementation
Michael P. Mesa; Colby Hall; Tricia Zucker; Katlynn Dahl-Leonard; Yoonkyung Oh; Carolyn Denton – Grantee Submission, 2024
Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…
Descriptors: Reading Difficulties, Intervention, Program Evaluation, Program Implementation
