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Direct linkPérez-Clark, Paloma; Royer, David James; Austin, Katherine Simeroth; Lane, Kathleen Lynne – Remedial and Special Education, 2023
In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the "Council for Exceptional Children Standards for Evidence-Based Practices in Special Education" with an 80% weighted criterion. We…
Descriptors: Program Effectiveness, Social Emotional Learning, Middle Schools, Middle School Students
Allen, Grant Edmund; Common, Eric Alan; Germer, Kathryn A.; Lane, Kathleen Lynne; Buckman, Mark Matthew; Oakes, Wendy Peia; Menzies, Holly Mariah – Behavioral Disorders, 2020
Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children's (CEC) "Standards for Evidence-Based Practices in Special Education" to the body of research exploring the impact of…
Descriptors: Preschool Education, Elementary Secondary Education, Supervision, Behavior Problems
Royer, David J.; Lane, Kathleen Lynne; Dunlap, Kristin D.; Ennis, Robin Parks – Remedial and Special Education, 2019
Behavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for…
Descriptors: Positive Reinforcement, Intervention, Prevention, Student Behavior
Ennis, Robin Parks; Royer, David James; Lane, Kathleen Lynne; Dunlap, Kristin Diane – Behavioral Disorders, 2020
In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be…
Descriptors: Coaching (Performance), Positive Reinforcement, Student Behavior, Evidence Based Practice
