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Kim, Min Kyung; Park, Yujeong; Coleman, Mari Beth – Journal of Computer Assisted Learning, 2017
The purpose of this review is to weigh the evidence of the effectiveness of tablet-assisted instructions (TAIs) at improving academic outcomes of students with disabilities. An extensive search process with inclusion and exclusion criteria yielded a total of 17 studies to be included in the present study: three group design studies and 14…
Descriptors: Handheld Devices, Telecommunications, Technology Uses in Education, Educational Technology
Kossyvaki, Lila; Papoudi, Despina – International Journal of Disability, Development and Education, 2016
Play is an important aspect of children's development and its value to education has been widely explored. However, play in children with disabilities and especially children with autism may be restricted when compared to that of their non-disabled peers of similar age and abilities. Moreover, play has been neglected to a certain extent in school…
Descriptors: Play, Intervention, Children, Autism
See, Beng Huat – Research in Education, 2018
With the push for evidence-informed policy and practice, schools and policy makers are now increasingly encouraged and supported to use and enagage with research evidence. This means that consumers of research will now need to be discerning in judging the quality of research evidence that will inform their decisions. This paper evaluates the…
Descriptors: Evaluation Research, Evidence, Literature Reviews, Research Methodology
Ferreira-Valente, Alexandra; Monteiro, Joana S.; Barbosa, Rita M.; Salgueira, Ana; Costa, Patrício; Costa, Manuel J. – Advances in Health Sciences Education, 2017
Despite the increasing awareness of the relevance of empathy in patient care, some findings suggest that medical schools may be contributing to the deterioration of students' empathy. Therefore, it is important to clarify the magnitude and direction of changes in empathy during medical school. We employed a scoping review to elucidate trends in…
Descriptors: Medical Education, Undergraduate Students, Empathy, Physician Patient Relationship
Ok, Min Wook; Rao, Kavita; Bryant, Brian R.; McDougall, Dennis – Exceptionality, 2017
Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL-based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based…
Descriptors: Access to Education, Preschool Education, Elementary Secondary Education, Literature Reviews
Kaya, Cahit; Blake, John; Chan, Fong – Journal of Research in Special Educational Needs, 2015
Peer-mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural…
Descriptors: Elementary School Students, Secondary School Students, Emotional Disturbances, Behavior Disorders
Koutromanos, George; Sofos, Alivisos; Avraamidou, Lucy – Educational Media International, 2015
This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary…
Descriptors: Literature Reviews, Educational Games, Handheld Devices, Courseware
Lane, Justin D.; Lieberman-Betz, Rebecca; Gast, David L. – Journal of Special Education, 2016
The purpose of this review was to identify naturalistic language interventions for increasing spontaneous expressive language (defined in this review as absence of verbal prompt or other verbalization from adults or peers) in young children with autism spectrum disorder. Also, the methodological rigor and effectiveness of each study were evaluated…
Descriptors: Intervention, Expressive Language, Pervasive Developmental Disorders, Autism
Zimmerman, Kathleen N.; Ledford, Jennifer R. – Journal of Early Intervention, 2017
Social narratives (e.g., Social Stories™) are common antecedent-based interventions promoted for the purposes of improving prosocial behaviors and reducing challenging behavior for children with and without disabilities. Although they are commonly prescribed and used, their effectiveness has almost exclusively been assessed for children with…
Descriptors: Autism, Pervasive Developmental Disorders, Personal Narratives, Intervention
Ellingsen, Ryleigh; Clinton, Elias – Educational Research Quarterly, 2017
This manuscript reviews the empirical literature of the TouchMath© instructional program. The TouchMath© program is a commercial mathematics series that uses a dot notation system to provide multisensory instruction of computation skills. Using the program, students are taught to solve computational tasks in a multisensory manner that does not…
Descriptors: Disabilities, At Risk Students, Teaching Methods, Mathematics Instruction
Fallon, Lindsay M.; Collier-Meek, Melissa A.; Maggin, Daniel M.; Sanetti, Lisa M. H.; Johnson, Austin H. – Exceptional Children, 2015
Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators' treatment fidelity, is an evidence-based practice. The purpose of this review was to evaluate the current…
Descriptors: Feedback (Response), Evidence, Literature Reviews, Intervention
Montgomery, Janine; Martin, Toby; Shooshtari, Shahin; Stoesz, Brenda M.; Heinrichs, Dustin J.; North, Sebastian; Dodson, Lindsay; Senkow, Quinn; Douglas, Joyce – Exceptionality Education International, 2014
This synthesis paper summarizes research literature addressing challenging behaviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological…
Descriptors: Behavior Problems, Children, Youth, Pervasive Developmental Disorders
Kennedy, Mary M. – Review of Educational Research, 2016
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the…
Descriptors: Teacher Improvement, Research Design, Program Effectiveness, Teacher Effectiveness
Zhang, Jie; Mayton, Michael R.; Wheeler, John J. – Education and Training in Autism and Developmental Disabilities, 2013
In order to better assist practitioners and better serve persons with autism spectrum disorders (ASD) and their families, it is vital for professionals to systematically evaluate the existing body of literature and synthesize its scientific evidence, so that the efficacy of research can be translated to evidence-based practices (EBPs) (Wheeler,…
Descriptors: Dietetics, Autism, Pervasive Developmental Disorders, Intervention
Berkeley, Sheri; Kurz, Leigh Ann; Boykin, Andrea; Evmenova, Anya S. – International Journal for Research in Learning Disabilities, 2015
Much is known about how to improve students' comprehension when reading printed text; less is known about outcomes when reading digital text. The purpose of this meta-analysis was to analyze research on the impact of digital text interventions. A comprehensive literature search resulted in 27 group intervention studies with 16,513 participants.…
Descriptors: Reading Comprehension, Meta Analysis, Electronic Publishing, Educational Technology