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Peer reviewed
Direct linkProvenzani, Umberto; Fusar-Poli, Laura; Brondino, Natascia; Damiani, Stefano; Vercesi, Marco; Meyer, Nicholas; Rocchetti, Matteo; Politi, Pierluigi – Autism: The International Journal of Research and Practice, 2020
The number of trials aimed at evaluating treatments for autism spectrum disorder has been increasing progressively. However, it is not clear which outcome measures should be used to assess their efficacy, especially for treatments which target core symptoms. The present review aimed to provide a comprehensive overview regarding the outcome…
Descriptors: Autism, Pervasive Developmental Disorders, Symptoms (Individual Disorders), Outcome Measures
Download full textJaiya R. Choles; Robert W. Roeser; Andrew J. Mashburn – Grantee Submission, 2022
Social-emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. The field of implementation science bridges the gap between the RCT…
Descriptors: Preschool Education, Social Emotional Learning, Program Evaluation, Randomized Controlled Trials
Slot, Pauline Louise; Bleses, Dorthe; Justice, Laura M.; Markussen-Brown, Justin; Højen, Anders – Early Education and Development, 2018
Structural quality in childcare centers is considered a precondition for process quality, which in turn is related to children's outcomes. However, the evidence on relations between structural and process quality is mixed. Moreover, despite strong theoretical claims, empirical evidence supporting the indirect relation of structural features…
Descriptors: Educational Quality, Preschool Education, Teacher Student Relationship, Correlation
Ginsburg, Golda S.; Schleider, Jessica L.; Tein, Jenn Yun; Drake, Kelly L. – Child & Youth Care Forum, 2018
Background: Offspring of anxious parents are at increased risk for developing anxiety disorders. There is a need to identify which youth are at greatest risk for disorder onset in this population. Objective: This study prospectively examined several theory-based family and parent characteristics (e.g., family conflict, parental over-control,…
Descriptors: Family Influence, Parent Influence, Predictor Variables, Parent Child Relationship
Nugent, J. Kevin; Bartlett, Jessica Dym; Von Ende, Adam; Valim, Clarissa – Infants and Young Children, 2017
The Newborn Behavioral Observations (NBO) system is a neurobehavioral observation tool designed to sensitize parents to infants' capacities and individuality and to enhance the parent-infant relationship by strengthening parents' confidence and practical skills in caring for their children. The NBO's focus on relationship building is intended for…
Descriptors: Neonates, Infants, Parent Child Relationship, Self Esteem
Stephen Gorard; Beng H. See; Nadia Siddiqui – Sage Research Methods Cases, 2014
This case describes a current evaluation of an educational intervention to help disadvantaged children catch up in literacy at around the time they transfer to their senior school. The evaluation is based on a randomised controlled trial design, which the case explains is the most appropriate for testing or establishing a causal claim. The case…
Descriptors: Randomized Controlled Trials, Educational Research, Intervention, Observation
LoCasale-Crouch, Jennifer; Williford, Amanda; Whittaker, Jessica; DeCoster, Jamie; Alamos, Pilar – Journal of Research on Educational Effectiveness, 2018
This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher-child interactions. The study sample comes from a randomized controlled…
Descriptors: Program Implementation, Fidelity, Randomized Controlled Trials, Preschool Children
Lum, John D. K.; Radley, Keith C.; Tingstrom, Daniel H.; Dufrene, Brad A.; Olmi, D. Joe; Wright, Sarah J. – Journal of Positive Behavior Interventions, 2019
The present study examined the effects of tootling, a peer-mediated positive behavior intervention, on students' classwide disruptive and academically engaged behavior in three general education high school classrooms. A withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and…
Descriptors: Peer Mediation, Intervention, Behavior Problems, Behavior Change
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Suskind, Dana L.; Leffel, Kristin R.; Graf, Eileen; Hernandez, Marc W.; Gunderson, Elizabeth A.; Sapolich, Shannon G.; Suskind, Elizabeth; Leininger, Lindsey; Goldin-Meadow, Susan; Levine, Susan C. – Journal of Child Language, 2016
We designed a parent-directed home-visiting intervention targeting socioeconomic status (SES) disparities in children's early language environments. A randomized controlled trial was used to evaluate whether the intervention improved parents' knowledge of child language development and increased the amount and diversity of parent talk.…
Descriptors: Parent Child Relationship, Low Income, Home Visits, Intervention
Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam – Theory Into Practice, 2017
This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the…
Descriptors: Educational Strategies, Coaching (Performance), Models, Formative Evaluation
van de Sande, Eva; Segers, Eliane; Verhoeven, Ludo – Early Education and Development, 2018
The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we examined the effects of dyadic activities in which children scaffolded each other's learning and…
Descriptors: Kindergarten, Executive Function, Literacy Education, Emergent Literacy
Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E. – Early Education and Development, 2018
Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…
Descriptors: Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers
Stichter, Janine P; Malugen, Emily; Herzog, Melissa; O'Donnell, Rose; Kilgus, S; Schoemann, Alexander M. – Grantee Submission, 2018
Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the…
Descriptors: Interpersonal Competence, Intervention, Randomized Controlled Trials, Program Effectiveness
Vaden-Kiernan, Michael; Borman, Geoffrey; Caverly, Sarah; Bell, Nance; Sullivan, Kate; Ruiz de Castilla, Veronica; Fleming, Grace; Rodriguez, Debra; Henry, Chad; Long, Tracy; Hughes Jones, Debra – Journal of Research on Educational Effectiveness, 2018
This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K-5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court…
Descriptors: Elementary School Students, Elementary School Teachers, Reading Programs, Randomized Controlled Trials
