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Direct linkHarn, Beth A.; Parisi Damico, Danielle; Stoolmiller, Michael – Preventing School Failure, 2017
Fidelity of implementation is a commonly used term that is not well understood yet frequently assessed in schools today. This paper will discuss the different approaches commonly used in schools (e.g., structural, procedural, etc.) and then present them in relation to student outcomes within a seven-month intervention study with at-risk…
Descriptors: Intervention, Fidelity, Outcomes of Education, At Risk Students
Towson, Jacqueline A.; Gallagher, Peggy A.; Bingham, Gary E. – Journal of Early Intervention, 2016
Dialogic reading is an evidence-based practice for preschool children who are typically developing or at-risk; yet there is limited research to evaluate if it has similar positive effects on the language and preliteracy skills of children with disabilities. This quasi-experimental study examined the effects of dialogic reading, with the…
Descriptors: Disabilities, Young Children, Preschool Children, Evidence Based Practice
Bailey, Benjamin; Arciuli, Joanne; Stancliffe, Roger J. – Scientific Studies of Reading, 2017
This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5-11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Spelling Instruction
