Publication Date
| In 2026 | 17 |
| Since 2025 | 2017 |
| Since 2022 (last 5 years) | 10727 |
| Since 2017 (last 10 years) | 25415 |
| Since 2007 (last 20 years) | 51791 |
Descriptor
| Intervention | 61933 |
| Foreign Countries | 14184 |
| Program Effectiveness | 13699 |
| Early Intervention | 9410 |
| Teaching Methods | 8419 |
| Elementary School Students | 6608 |
| Prevention | 5926 |
| Comparative Analysis | 5427 |
| Adolescents | 5392 |
| Children | 5392 |
| Behavior Problems | 5386 |
| More ▼ | |
Source
Author
| Vaughn, Sharon | 162 |
| Fuchs, Lynn S. | 105 |
| Sigafoos, Jeff | 95 |
| Fuchs, Douglas | 93 |
| Lane, Kathleen Lynne | 87 |
| Burns, Matthew K. | 81 |
| Dunst, Carl J. | 78 |
| Odom, Samuel L. | 74 |
| McIntosh, Kent | 69 |
| Wanzek, Jeanne | 69 |
| Horner, Robert H. | 68 |
| More ▼ | |
Publication Type
Education Level
Audience
| Practitioners | 2785 |
| Teachers | 1425 |
| Researchers | 830 |
| Policymakers | 703 |
| Administrators | 579 |
| Parents | 516 |
| Counselors | 512 |
| Students | 180 |
| Support Staff | 146 |
| Community | 112 |
| Media Staff | 7 |
| More ▼ | |
Location
| Australia | 1490 |
| California | 1162 |
| Canada | 1095 |
| United Kingdom | 1058 |
| United Kingdom (England) | 887 |
| United States | 861 |
| Texas | 745 |
| New York | 586 |
| South Africa | 578 |
| Florida | 566 |
| China | 502 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 296 |
| Meets WWC Standards with or without Reservations | 432 |
| Does not meet standards | 314 |
Peer reviewed
Direct linkYoong, Sze Lin; Bolsewicz, Katarzyna; Grady, Alice; Wyse, Rebecca; Sutherland, Rachel; Hodder, Rebecca Kate; Kingsland, Melanie; Nathan, Nicole; McCrabb, Sam; Bauman, Adrian; Wiggers, John; Moullin, Joanna; Albers, Bianca; Fernandez, Maria E.; Hall, Alix; Sims-Gould, Joanie; Taylor, Natalie; Rissel, Chris; Milat, Andrew; Bailey, Andrew; Batchelor, Samantha; Attia, John; Wolfenden, Luke – Health Education Research, 2020
While there is some guidance to support the adaptation of evidence-based public health interventions, little is known about adaptation in practice and how to best support public health practitioners in its operationalization. This qualitative study was undertaken with researchers, methodologists, policy makers and practitioners representing public…
Descriptors: Public Health, Intervention, Evidence Based Practice, Program Implementation
Rose, Sarah E.; Lomas, Megan H. R. – Mind, Brain, and Education, 2020
Test anxiety is prevalent among adolescents. Some potentially successful mindfulness-based coloring interventions have been identified in previous research, however, conclusions have been based on self-report measures only. In the current study, 150 17- to 18-years-olds taking final school exam completed measures of state anxiety (STAI) and…
Descriptors: Test Anxiety, High School Students, Metacognition, Intervention
Download full textÖzgür, Hasan – Shanlax International Journal of Education, 2020
This study provides the results of the systematic review of the effectiveness of programs/software developed to intervene and prevent in cyberbullying. In the study, the studies published before June 2020, where the effects of programs/software developed for the intervention and prevention in cyberbullying were examined systematically. Of the…
Descriptors: Bullying, Computer Mediated Communication, Intervention, Prevention
Burns, Matthew K.; Barrett, Courtenay A.; Maki, Kathrin E.; Hajovsky, Daniel B.; Duesenberg, McKinzie D.; Romero, Monica E. – Contemporary School Psychology, 2020
School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes. The current study examined 130 school psychological reports from 13 school districts and found that…
Descriptors: School Psychology, Student Evaluation, Evidence Based Practice, Intervention
Cho, Sungha; Sonoyama, Shigeki – Education and Treatment of Children, 2020
The participant was a boy diagnosed with autism spectrum disorder (ASD) who displayed severe food selectivity, which raised concerns about imbalanced nutrient consumption. The intervention used combined stimulus fading with simultaneous stimulus presentation without escape extinction (EE) and was implemented by teachers in a school setting. In…
Descriptors: Stimuli, Behavior Modification, Food, Eating Habits
Park, Eun-Young; Blair, Kwang-Sun Cho – Education and Treatment of Children, 2020
This meta-analysis study synthesized the intervention effects of Check-in/Check-out (CICO), the most common Tier 2 behavior intervention used in schools. Systematic review procedures were employed to examine six CICO studies that were evaluated using a group research design and that involved 146 students. Studies were coded to examine their…
Descriptors: Program Implementation, Meta Analysis, Intervention, Behavior Change
Lee, Regina L. T.; Leung, Cynthia; Chen, Hong; Lee, Paul H.; Kwok, Stephen W. H. – Journal of Applied Research in Intellectual Disabilities, 2020
Objective: To compare the effects of the simplified 5-step and the conventional 7-Step hand hygiene programme in a cluster randomized controlled trial among students with intellectual disabilities. Method: A total of 472 Chinese students with intellectual disabilities were randomized to either simplified 5-step or conventional 7-step hand hygiene…
Descriptors: Foreign Countries, Hygiene, Health Behavior, Intellectual Disability
Hawes, Zachary; Cain, Michelle; Jones, Shelly; Thomson, Nicole; Bailey, Cristol; Seo, Jisoo; Caswell, Beverly; Moss, Joan – Mind, Brain, and Education, 2020
The purpose of the current pilot study was to examine the effects of a teacher-designed and teacher-led numerical board game intervention. Fifty-four 4- to 6-year-olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention…
Descriptors: Educational Games, Teacher Developed Materials, Numbers, Instructional Effectiveness
Thom, Robyn P.; Keary, Christopher J.; Waxler, Jessica L.; Pober, Barbara R.; McDougle, Christopher J. – Journal of Autism and Developmental Disorders, 2020
Co-morbid anxiety disorders, including generalized anxiety disorder (GAD), are highly prevalent among individuals with Williams syndrome (WS). However, reports of the pharmacologic treatment of only a limited number of previous anxiety disorders in WS have appeared in the literature. Here, we review the case histories of three adolescents/young…
Descriptors: Anxiety Disorders, Genetic Disorders, Drug Therapy, Adolescents
Mikolajczyk, Edyta; Jankowicz-Szymanska, Agnieszka – Journal of Intellectual & Developmental Disability, 2020
Background: Assess the Kinesio Taping (KT) effect on balance and foot arches. Methods: Thirty young people with intellectual disability (ID) and flat feet were randomly assigned to experimental (E) and control (C) groups. Group E had KT applied to the sole of their feet and both groups participated in a 12-week task-oriented training conducted…
Descriptors: Human Body, Intellectual Disability, Training, Human Posture
Gabriel, Rachael – Educational Leadership, 2020
Every reading and writing instruction initiative has its challenges and unintended consequences and leaves someone a bit behind. What's a school leader to do? This article offers three key questions that school leaders should ask every day to optimize literacy instruction in their schools.
Descriptors: Reading Instruction, Writing Instruction, Literacy Education, Leadership Responsibility
McMahon, Brian M.; Sembiante, Sabrina F. – Review of Education, 2020
Emphasis in school dropout literature has shifted from exploring wide-ranging causes of dropping out to soliciting a smaller number of predictive indicators to identify students at increased risk for dropping out. However, much of the past decade's Early Warning research excludes indicators that do not add to the predictive nature of the model…
Descriptors: Dropout Prevention, Intervention, Prediction, Educational Research
Hill, Laura G. – International Journal of Behavioral Development, 2020
Retrospective pretests ask respondents to report after an intervention on their aptitudes, knowledge, or beliefs before the intervention. A primary reason to administer a retrospective pretest is that in some situations, program participants may over the course of an intervention revise or recalibrate their prior understanding of program content,…
Descriptors: Pretesting, Response Style (Tests), Bias, Testing Problems
Rix, Jonathan; Parry, John; Malibha-Pinchbeck, Memory – Journal of Early Childhood Research, 2020
This article reports on a study of practitioners' use of In-the-Picture -- a reflective, observational approach -- when delivering early intervention programmes to young disabled children. To date, In-the-Picture has been used mainly by researchers to study interactions and learning between young children, practitioners and the children's parents…
Descriptors: Young Children, Home Programs, Home Visits, Disabilities
Fletcher, Natalie M. – Prospects: Quarterly Review of Comparative Education, 2020
This article explores how the philosophy for children (P4C) pedagogical model might be well positioned to support the educational strategies associated with the prevention of violent extremism, through early intervention in children's concept development. Specifically, it considers how the stereotyping of concepts risks interfering with children's…
Descriptors: Philosophy, Children, Prevention, Violence
