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Direct linkSoykan, Emrah; Özdamli, Fezile – EURASIA Journal of Mathematics, Science & Technology Education, 2017
It is clearly understood that technology oriented education on special training is neither sound nor adequate when considered from the literary point of view in our country. Limited studies held in country not only support this point of view but also demonstrate the lack of resource and studies carried out in this area. During the designing and…
Descriptors: Educational Technology, Computer Software, Intellectual Disability, Special Education Teachers
Bica, Lori A.; Jamelske, Eric M.; Lagorio, Carla H. – Journal of Child Nutrition & Management, 2016
Purpose/Objectives: American children's consumption of fruits and vegetables (FVs) does not meet current recommendations. Hence, several federally funded, school-based programs have been initiated over the last several years. One such program is the United States Department of Agriculture Fresh Fruit and Vegetable Program (FFVP), which provides…
Descriptors: Eating Habits, Food, Elementary School Students, Program Effectiveness
Davenport, Lisa A.; Johnston, Susan S. – Topics in Early Childhood Special Education, 2015
Mathematics and numeracy are valuable cognitive learning areas that need to be addressed during the early childhood years. The purpose of this study was to examine the effectiveness of an intervention strategy comprised of creating opportunities, prompting, providing consequences, and prompt fading when teaching preschool children with…
Descriptors: Early Childhood Education, Inclusion, Prompting, Contingency Management
Download full textMarkey, Patricia T. – School Library Research, 2015
This study investigated the effectiveness of a video peer modeling and least-to-most prompting intervention in the school library setting, targeting the instructional delivery of an information-literacy skill to students with Autism Spectrum Disorder (ASD). Research studies have evaluated the effectiveness of video-modeling procedures in the…
Descriptors: Information Seeking, Skill Development, School Libraries, Autism
Domire, Sarah C.; Wolfe, Pamela – Research and Practice for Persons with Severe Disabilities, 2014
Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills…
Descriptors: Video Technology, Technology Uses in Education, Prompting, Autism
Shannon, Darbianne; Snyder, Patricia; McLaughlin, Tara – Professional Development in Education, 2015
Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the United States, about the professional development (PD) they received, which included training and…
Descriptors: Preschool Teachers, Web Based Instruction, Coaching (Performance), Expertise
Gallagher, H. Alix; Arshan, Nicole; Woodworth, Katrina – Society for Research on Educational Effectiveness, 2016
Writing is an essential skill for participating in modern American society. Although it is crucial to careers and civic engagement, student writing falls far short of national expectations (College Board, 2004; NCES, 2012; Persky, Daane, & Jin, 2003). The Common Core State Standards (CCSS) seek to increase the rigor of writing instruction…
Descriptors: Program Evaluation, Program Effectiveness, Writing Instruction, National Programs
Shannon, Darbianne; Snyder, Patricia; McLaughlin, Tara – Grantee Submission, 2015
Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the United States, about the professional development (PD) they received, which included training and…
Descriptors: Preschool Teachers, Web Based Instruction, Coaching (Performance), Expertise
Hughes, Carolyn; Bernstein, Rebekah T.; Kaplan, Lauren M.; Reilly, Caitlin M.; Brigham, Nicolette L.; Cosgriff, Joseph C.; Boykin, Michaela P. – Focus on Autism and Other Developmental Disabilities, 2013
Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual…
Descriptors: Interpersonal Communication, High School Students, Autism, Pervasive Developmental Disorders
Liguori, Gary; Mozumdar, Arupendra – International Electronic Journal of Health Education, 2007
The primary purpose of this study is to evaluate the effectiveness of using email prompts to attenuate the decrease of physical activity in adults during a winter season. In addition, the secondary purposes were (1) to evaluate the effectiveness of email prompts at increasing motivation towards physical activity and (2) to evaluate the awareness…
Descriptors: Computer Mediated Communication, Prompting, Adults, Program Effectiveness
Methe, Scott A.; Hintze, John M. – School Psychology Review, 2003
The purpose of this research was to implement and evaluate a classroom strategy to increase student engagement in sustained silent reading (SSR), a form of school-based recreational reading. Teacher modeling was selected as the primary intervention. A within-subjects ABAB withdrawal design was used to evaluate the effectiveness of the…
Descriptors: Intervention, Sustained Silent Reading, Recreational Reading, Grade 3
McCrystal, Thomas J.; Jacobs, T. O. – 1966
A course on military tactics was programed to provide four types of student response conditions: reading the item and writing the answer (overt, constructed), reading the item and thinking the answer (covert, constructed), reading the item with the answer included and then writing the answer (overt, prompted), and reading the item with the answer…
Descriptors: Autoinstructional Aids, Behavior Change, Constructed Response, Covert Response
