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Direct linkJúlia Florit-Pons; Alfonso Igualada; Pilar Prieto – Language, Speech, and Hearing Services in Schools, 2025
Purpose: The present study aims to evaluate the feasibility and preliminary effectiveness of a novel multi-tiered narrative intervention program--the multimodal narrative (MMN) program--in Catalan that was co-created to boost preschool children's narrative and pragmatic skills. Method: First, we describe here in detail the novel program, which…
Descriptors: Foreign Countries, Preschool Children, Multi Tiered Systems of Support, Intervention
Rosemary O'Connor; Sylvia U. Gattas; Emma Blakey; Carmel Brough; Keely Cook; Zachary Hawes; Steven J. Howard; Caroline Korell; Toni Loveridge; Rebecca Merkley; Fionnuala O'Reilly; Victoria Simms; Megan von Spreckelsen; Kathy Sylva; Gaia Scerif – Mind, Brain, and Education, 2025
Giving practitioners a voice is essential in developing intervention programs that are adapted to educator and child needs. We aimed to do so by involving educators in the codesign of an intervention supporting early mathematical and executive development, to maximize feasibility and implementation quality. N = 100 educators, N = 24 Early Years…
Descriptors: Early Childhood Education, Intervention, Teacher Participation, Faculty Development
Mareike Ehlert; Fien De Smedt; Hilde Van Keer; Elmar Souvignier – European Journal of Psychology of Education, 2025
To explore how teachers' beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers' beliefs (acceptability, feasibility, self-efficacy) and…
Descriptors: Teacher Attitudes, Teacher Behavior, Attitude Change, Behavior Change
Gabrielle T. Lee; Xiaoyi Hu; Zhuojin Yu; Xiumei Hu; Nicole Luke – Journal of Special Education Technology, 2025
The purpose of this study was to evaluate the feasibility and effectiveness of computer-assisted instruction (CAI) implemented by special education teachers in a school setting in China. Feasibility was evaluated by procedural fidelity of teacher implementation and a social validity questionnaire. Effectiveness was measured by the acquisition of…
Descriptors: Computer Assisted Instruction, Special Education Teachers, Students with Disabilities, Autism Spectrum Disorders
