Prevent-Teach-Reinforce for Young Children (PTR-YC) is a standardized model of positive behavior support designed to deliver individualized interventions for preschool-aged children with severe and persistent challenging behaviors. A randomized controlled trial was conducted to compare effects of PTR-YC with those of a "business as…

Telehealth training may benefit parents' use of early intervention for children with autism spectrum disorder (ASD). This study is one of the few randomized trials to compare telehealth parent training in the Early Start Denver Model (P-ESDM) with a community treatment-as-usual, early intervention program. Parents were randomized to 12 weekly…

Purpose: This study evaluated the teaching effectiveness of six first-year physical educators, three Southwestern and three Midwestern graduates, employing different curricular approaches. Method: Utilizing surveys, interviews, questionnaires, and systematic observations, data were analyzed through a framework of seven essential teaching tasks…

Background: This study was informed by the bodies of literature emphasizing the role of physical education in promoting physical activity (PA) and addressing teacher fidelity to curricular models. Purpose: The purpose of this study was to compare student PA levels, lesson context, and teacher PA promotion behavior among classes where teachers were…

Background: Fundamental motor skill (FMS) interventions when delivered by an expert can significantly improve the FMS of young children with and without developmental delays. However, there is a gap in the literature as few early childhood centers employ experts with the professional background to deliver FMS intervention. Purpose: The primary…

Teaching assistants (TAs) that lead reformed recitations and labs must understand and buy into the design of the course and the research-based instructional strategies that the course requires in order to create high-fidelity implementations. We present a model that outlines possible influences on TAs' buy-in and their in-class actions coupled…

The purpose of this study was to determine students' health-related fitness knowledge (HRFK) and physical activity levels after the implementation of a series of fitness lessons segments called Knowledge in Action (KIA). KIA aims to teach health-related fitness knowledge (HRFK) during short episodes of the physical education lesson. Teacher…

The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which…

The "Experimental Evaluation of the Tools of the Mind Pre-K Curriculum" study was designed to compare the effectiveness of the "Tools of the Mind" ("Tools") curriculum to the curricula the school system is currently using in enhancing children's self-regulation skills and their academic preparation for kindergarten.…

English in Action (EIA) is an ongoing teacher education project which places mobile technology at the centre of its action. Most of the studies carried out focused on the changes EIA brought in teachers' classroom actions. Along with this, they also explored the classroom to observe whether the input given during training program is implemented in…

This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344…

Although paraprofessionals have become an increasingly integral part of special education services, most paraprofessionals lack training in evidence-based instructional strategies. We used a randomized contolled experimental design to examine the efficacy of a professional development training package and its individual components to equip 25…

The extent to which teachers implement evidence-based practices, such as explicit instruction, is critical for improving students' mathematics achievement. The purpose of this study was to examine the effect of the kindergarten "Early Learning in Mathematics" (ELM) curriculum on teachers' use of explicit mathematics instruction in core…

We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms…

This study examines the intensity effect of a mentoring intervention for Head Start teachers, the Individualised Learning Intervention (ILI), as it impacts child social emotional outcomes. Pairs of Mentor and Protégé teachers across three sites in two states were randomly assigned to intervention and control groups. Mentors in the intervention…