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Feldman, Eileen Klein; Matos, Rosy – Journal of Positive Behavior Interventions, 2013
To support children with autism in inclusive classrooms, schools are increasingly utilizing paraprofessionals. However, research suggests that paraprofessionals often lack sufficient training and may inadvertently hinder the social interactions between children with disabilities and their peers. This study used a multiple baseline across…
Descriptors: Autism, Inclusion, Peer Relationship, Social Development
Rodriguez, Billie Jo – ProQuest LLC, 2010
As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to…
Descriptors: Student Problems, Reading Difficulties, Intervention, Student Behavior
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Bierman, Karen L.; Domitrovich, Celene E.; Nix, Robert L.; Gest, Scott D.; Welsh, Janet A.; Greenberg, Mark T.; Blair, Clancy; Nelson, Keith E.; Gill, Sukhdeep – Child Development, 2008
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI--Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a)…
Descriptors: Problem Solving, School Readiness, Intervention, Social Behavior
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Nelson, J. Ron; Stage, Scott A.; Epstein, Michael H.; Pierce, Corey D. – Exceptional Children, 2005
This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions.…
Descriptors: Social Behavior, Reading Difficulties, Kindergarten, Intervention
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Sallows, Glen O.; Graupner, Tamlynn D. – American Journal on Mental Retardation, 2005
Twenty-four children with autism were randomly assigned to a clinic-directed group, replicating the parameters of the early intensive behavioral treatment developed at UCLA, or to a parent-directed group that received intensive hours but less supervision by equally well-trained supervisors. Outcome after 4 years of treatment, including cognitive,…
Descriptors: Outcomes of Treatment, Young Children, Autism, Predictor Variables
Morrow, Lesley Mandel; And Others – 1997
A study determined the impact of a literacy program including social cooperative literacy experiences on literacy achievement of first-, second-, and third-grade children. Treatment in the experimental groups, which consisted of 204 children from 3 first-, 3 second-, and 3 third-grade urban classrooms included designing classroom literacy centers,…
Descriptors: Classroom Research, Comparative Analysis, Cooperative Learning, Elementary School Students