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Peer reviewed
Direct linkChengan Yuan; Lanqi Wang; Qing Archer Zhang; Qiuyu Min; Erin Rotheram-Fuller; Juliet Hart Barnett – Journal of Behavioral Education, 2024
Involving typically developing (TD) children in delivering interventions can be an effective strategy conducive to long-lasting and generalized behavior changes for their siblings with autism spectrum disorder (ASD). In this study, we recruited two sibling dyads and investigated the extent to which TD children could deliver the model-lead-test…
Descriptors: Intervention, Siblings, Autism Spectrum Disorders, Skill Development
Nathan Gavigan; Johann Issartel; Cameron Peers; Sarahjane Belton – Journal of Teaching in Physical Education, 2024
Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well…
Descriptors: Motion, Skill Development, Intervention, Well Being
Jordan Albright; Alyssa Hernandez; Zinnia Piotrowski; Jacqueline Russo; Diana Cooney; Michelle Nutini; Nicole Sabatino; Donna Dodd; David Mandell; Julie Worley – Journal of Educational and Psychological Consultation, 2024
In 2008 a community-academic partnership was formed between the School District of Philadelphia and our university-based team, Philadelphia Autism Instructional Methods Support. Through this partnership, we conducted a large-scale randomized trial of autism interventions in public schools, which indicated concerns related to implementation…
Descriptors: Partnerships in Education, College School Cooperation, School Districts, Autism Spectrum Disorders
Training Direct Service Personnel in Functional Communication Training with Adults with Disabilities
Emily Gregori; Mandy Rispoli; Leslie Neely; Catharine Lory; So Yeon Kim; Marie David – Journal of Developmental and Physical Disabilities, 2021
Adults with intellectual and developmental disabilities (IDD) may engage in challenging behavior. These behaviors present challenges to support staff who often lack training in effective behavior management procedures. Behavioral skills training (BST) is an empirically supported method of staff training and has been used to teach support staff a…
Descriptors: Adults, Intellectual Disability, Developmental Disabilities, Behavior Modification
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
Gauert, Spencer; Rittenhouse-Cea, Holly; Rittenhouse-Shaw, Kristen – Journal of Autism and Developmental Disorders, 2023
Discrete Trial Training (DTT) is a method of intervention for individuals with Autism Spectrum Disorder (ASD). Applications of DTT require prescribed repetitions of instruction. DTT is typically implemented via trained instructors or teachers. However, prior analysis has demonstrated the potential of parent-implemented DTT. Prior research…
Descriptors: Intervention, Autism Spectrum Disorders, Parents as Teachers, Student Teachers
Ampuero, Miguel E.; Robertson, Rachel E. – Education and Treatment of Children, 2022
Due to the increasing number of students in need of special education services and the shortages of licensed special education personnel, paraeducators have become critical in the education of students diagnosed with autism spectrum disorder and other disabilities in school settings. As a result, the training of paraeducators has become a major…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Paraprofessional School Personnel
Evanovich, Lauren L.; Martinez, Stephanie; Kern, Laura; Haynes, Rocky D. – Preventing School Failure, 2020
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…
Descriptors: Justice, Positive Behavior Supports, Intervention, Program Implementation
Yi, Juhee; Kim, Whasoo; Lee, Jiwoo – Journal of Speech, Language, and Hearing Research, 2022
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…
Descriptors: Intervention, Autism Spectrum Disorders, Child Development, Skill Development
Amber Busay – ProQuest LLC, 2021
The purpose of this qualitative case study was to explore how the use of behavioral skills training of behavioral interventions with staff untrained in ABA influenced participants' overall experience and indicated usefulness of the training procedure in the Northwestern portion of the United States. This study was guided by the theoretical…
Descriptors: Teachers, School Personnel, Student Behavior, Behavior Modification
Karhu, A.; Paananen, M.; Närhi, V.; Savolainen, H. – European Journal of Special Needs Education, 2021
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…
Descriptors: Intervention, Behavior Modification, Student Behavior, Behavior Problems
Download full textZhanxia Yang; Patricia Moore Shaffer; Courtney Hagan; Parastu Dubash; Marina Bers – Grantee Submission, 2023
The aim of this study was to explore how the Coding as Another Language using ScratchJr (CAL-ScratchJr) curriculum, developed by Boston College's DevTech Research Group utilizing the ScratchJr app, impacted second grade students' computational thinking, coding skills, and reading comprehension. To accomplish this, the research team randomly…
Descriptors: Coding, Programming Languages, Computer Science Education, School Districts
David Furjanic; Irin Mannan; Jillian C. Hamilton; Joseph F. T. Nese; Sean Austin; Sara Izzard; Rhonda N. T. Nese – Grantee Submission, 2021
Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…
Descriptors: Intervention, Discipline Policy, Skill Development, Outcomes of Education
Cara Dillon – ProQuest LLC, 2021
Early literacy skills are key indicators of later reading success. Without the development of these prerequisite skills during early childhood, children are at risk for reading difficulties in elementary grades and beyond. By third grade, the gap between expected reading performance and actual reading proficiency is extensive and remains into…
Descriptors: Intervention, Fidelity, Emergent Literacy, Skill Development
Andrew Jaciw; Audra Wingard; Jenna Zacamy; Sze-Shun Lau; Thanh Nguyen; Li Lin – Society for Research on Educational Effectiveness, 2021
Background: Retention of early-career teachers is a persistent problem in the United States, with 44% of teachers leaving the profession within five years nationally (Ingersoll et al., 2018). Similar trends are seen in Georgia as a whole (Henson et al., 2015), and among Atlanta Public Schools (2019). Retention of Black educators presents an even…
Descriptors: Teacher Persistence, Teacher Effectiveness, Beginning Teachers, Program Effectiveness
