This quantitative study delves into the intricate relationship between Knowles' andragogical teaching style and the implementation of restorative practices in secondary schools. The research takes root in the growing need to move beyond zero-tolerance policies that have demonstrably led to concerning trends such as heightened suspension rates,…

Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…

This protocol guides the What Works Clearinghouse's (WWC) systematic reviews of evidence on behavioral interventions designed to improve outcomes of students in kindergarten to grade 12. The protocol is used in conjunction with version 4.1 of the "WWC Standards and Procedures Handbooks" and version 4.1 of the "Study Review…

"Early-Stage Interventions: Behavior Strategies for Every Teacher" offers a set of simple, teacher-friendly interventions to use as a starting place in addressing an individual student's chronic misbehavior-- disrespect, noncompliance, lack of motivation, bullying, aggression, and more. Though every teacher will encounter students who…

The presented challenge in education revolves around the effective utilization of differentiated and individualized instruction by special education teachers, aiming to address the unique needs of students with learning disabilities. This study's purpose was to identify ways to use these instructional methods to develop methods that create better…

Play is a universal activity that is an integral part of childhood experiences and aids in the development of important skills. While most children naturally engage in play, children with autism spectrum disorder (ASD) do not follow the typical pattern of play development and often exhibit delays in play skills. One of the defining characteristics…

Individuals with developmental disabilities (DD) depend on caregivers to meet physical, emotional, and social needs. This makes relationships with caregivers particularly important to quality of life. Without intervention, social interactions may be limited and ineffective, affecting relationships with caregivers and thus quality of life for…

Measures of teaching are used internationally to understand and improve quality in early education with little consideration for ecological validity. In this study, we analyze videos gathered in 58 K-1 classrooms in Central Mexico to evaluate the validity and reliability of scores from an observational tool developed in the U.S. and used…

For students to learn, they must be present and engaged in school. As a result, absenteeism is a concern for all schools. Poor attendance is associated with a host of negative short- and long-term outcomes, such as academic failure, disengagement, leaving school, and problem behaviors in school and community. Despite the challenges, evidence…

Traumatic experiences in children are pervasive, and trauma has been correlated with adverse academic outcomes, including school dropout. This research study aimed to answer the following question: According to selected educators in specialized programs in Ontario, in what ways are trauma-informed frameworks used to support the social-emotional…

The purpose of this study was to evaluate summer camp counselors' perceived competency prior to and after an 8-day training at an independent for-profit overnight camp. The participants in this study were 101 camp counselors who were employed at an overnight summer camp in the northeastern United States. Counselors' perceived competency was…

Leo Kanner in 1943 for the first time described the autistic disorder calling it a clinical syndrome characterized by an inability relational, resistance to change, atypic language (deficit of acquisition, echolalia, mutism, occasional pronoun reversal), repetitive play and stereotype excellent, mechanical memory, excessive emotional reactions and…

Social interaction is a core deficit in individuals with autism spectrum disorder (ASD). Therefore, parents and teachers need effective interventions to support students with ASD. This synthesis provides a quantitative analysis of single-subject studies that examine interventions to support social interactions in children with ASD. Results suggest…

Aboriginal children experience social and educational disadvantage and many are not engaged with schooling or learning, which results in significantly lower levels of educational attainment. The Aboriginal Education Program delivered by Scitech to remote Western Australian schools has been shown to significantly increase student ratings of their…

Students with high-functioning autism and/or Asperger Syndrome (HFA/AS) are characterized by difficulties with communication as well as impairments in social interaction skills. Students with HFA/AS have been shown to generate solutions that are lower quality (e.g., less socially appropriate) than those of their typical peers and also to have…