Interest continues to be high in technology-based interventions for individuals with Autism Spectrum Disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to…

The Predict-Observe-Explain (POE) learning cycle improves understanding of the connection between empirical results and theoretical concepts when students engage in hands-on experimentation. This study explored whether training students to use a POE strategy when learning from social science texts that describe theories and experimental results…

Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…

Considerable research has examined interventions that facilitate school readiness skills in young children. One intervention, "Red Light, Purple Light Circle Time Games" (RLPL; Tominey and McClelland, 2011; Schmitt et al., 2015), includes music and movement games that aim to foster self-regulation skills. The present study (N = 157)…

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…