Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 9 |
Descriptor
Source
| Grantee Submission | 4 |
| Exceptional Children | 1 |
| Journal of Autism and… | 1 |
| Journal of Research on… | 1 |
| School Psychology Review | 1 |
| Wake County Public School… | 1 |
Author
| Archer, Christopher T. | 1 |
| Barbieri, Christina A. | 1 |
| Chimboza, Tatenda M. | 1 |
| Cook, Michael | 1 |
| Cook, Thomas D. | 1 |
| Cox, Ann W. | 1 |
| DeFlorio, Lydia | 1 |
| Dyson, Nancy | 1 |
| Falco, Ruth A. | 1 |
| Fleming, Kandace | 1 |
| Gold, Zachary S. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 9 |
| Journal Articles | 4 |
Education Level
Audience
Location
| California | 1 |
| North Carolina | 1 |
| Texas | 1 |
| Wisconsin (Madison) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 4 |
| Meets WWC Standards with or without Reservations | 9 |
Peer reviewed
Download full text
Direct linkThomas, Jaime; Cook, Thomas D.; Klein, Alice; Starkey, Prentice; DeFlorio, Lydia – Grantee Submission, 2018
Policymakers face dilemmas when choosing a policy, program, or practice to implement. Researchers in education, public health, and other fields have proposed a sequential approach to identifying interventions worthy of broader adoption, involving pilot, efficacy, effectiveness, and scale-up studies. In this paper, we examine a scale-up of an early…
Descriptors: Scaling, Evidence Based Practice, Early Intervention, Preschool Education
Sam, Ann M.; Odom, Samuel L.; Tomaszewski, Brianne; Perkins, Yolanda; Cox, Ann W. – Grantee Submission, 2020
The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Evidence Based Practice
Barbieri, Christina A.; Rodrigues, Jessica; Dyson, Nancy; Jordan, Nancy C. – Grantee Submission, 2019
The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or…
Descriptors: Fractions, Mathematics Instruction, Intervention, Mathematical Concepts
Purpura, David J.; Napoli, Amy R.; Wehrspann, Elizabeth A.; Gold, Zachary S. – Journal of Research on Educational Effectiveness, 2017
The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of…
Descriptors: Mathematics Skills, Intervention, Preschool Children, Disadvantaged Youth
Klingbeil, David A.; Moeyaert, Mariola; Archer, Christopher T.; Chimboza, Tatenda M.; Zwolski, Scott A., Jr. – School Psychology Review, 2017
School psychologists will likely become more involved in supporting the reading achievement of English language learners (ELLs). This requires evidence-based interventions that are validated for ELL students. Incremental rehearsal (IR) is an evidence-based intervention for teaching words, but the resource intensity often precludes its use. Using…
Descriptors: School Psychologists, English Language Learners, Reading Achievement, Intervention
Wolf, Rebecca; Cook, Michael; Reid, Alan; Neitzel, Amanda; Ross, Steven; Risman, Kelsey – Grantee Submission, 2021
The purpose of this study was to evaluate the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO) validation project (Valid 45). LISTO was funded by the Investing in Innovation (i3) Fund and involved a multi-year intervention that provided virtual professional development and coaching, and literacy-infused science curricula to…
Descriptors: Grade 5, Science Teachers, Rural Schools, Elementary School Teachers
Young, Helen E.; Falco, Ruth A.; Hanita, Makoto – Journal of Autism and Developmental Disorders, 2016
This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3-5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement…
Descriptors: Randomized Controlled Trials, Comprehensive Programs, Pervasive Developmental Disorders, Autism
Hill, Darryl V.; Lenard, Matthew A. – Wake County Public School System, 2016
In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Twoyear results show that Achieve3000 did not have a significant impact on…
Descriptors: Public Schools, Elementary Schools, Elementary School Students, Reading Programs
Wills, Howard; Kamps, Debra; Fleming, Kandace; Hansen, Blake – Exceptional Children, 2016
Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary…
Descriptors: Intervention, Outcomes of Education, Elementary School Students, At Risk Students
