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Peer reviewed
Direct linkAngela MacDonald-Prégent; Fauzia Saiyed; Krista Hyde; Megha Sharda; Aparna Nadig – Journal of Autism and Developmental Disorders, 2024
Purpose: Autistic children with limited spoken language ability (LSLA) often do not respond to traditional interventions, reducing their social inclusion. It is essential to identify effective interventions, and sensitive measures to track their intervention response. Methods: Using data from an RCT comparing music-mediated and play-based…
Descriptors: Autism Spectrum Disorders, Intervention, Music, Music Therapy
Veronica Y. Kang; Sunyoung Kim; Emily V. Gregori; Daniel M. Maggin; Jason C. Chow; Hongyang Zhao – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Early language intervention is essential for children with indicators of language delay. Enhanced milieu teaching (EMT) is a naturalistic intervention that supports the language development of children with emerging language. We conducted a systematic review and meta-analysis of all qualifying single-case and group design studies that…
Descriptors: Literature Reviews, Meta Analysis, Early Intervention, Response to Intervention
Daniel R. Espinas; Lynn S. Fuchs – Child Development Perspectives, 2025
Comorbidity, the simultaneous or successive co-occurrence of two or more disorders in one individual, is common among individuals with learning disabilities (LDs). The topic has garnered much attention in the field of LD, with advances over the past three decades in describing, predicting, and explaining comorbid LDs. However, efforts to design,…
Descriptors: Learning Disabilities, Comorbidity, Intervention, Instructional Effectiveness
Vincenzo Moscati – Journal of Child Language, 2025
Young Romance speakers can structure their sentences by dislocating multiple constituents to the left periphery, resulting in non-canonical word orders. Production data, however, show that this ordering is rigid: only SOV sequences are attested, an observation reminiscent of Superiority. The first goal of the paper is to replicate this observation…
Descriptors: Italian, Sentence Structure, Word Order, Intervention
Boucher, Hilary; Carder, Danielle; Schoen, Sarah A. – Journal of Occupational Therapy, Schools & Early Intervention, 2023
Sensory over-responsivity in the vestibular domain (aka gravitational insecurity) has been frequently identified in the literature. However, little has been written about the effectiveness of interventions, especially in toddlers with these idiopathic challenges (e.g. without a diagnosis of autism). The objective of this pilot study was to test…
Descriptors: Toddlers, Intervention, Research Methodology, Responses
Rachel Reetzke; Rebecca Landa – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Despite group-level improvements in active engagement and related outcomes, significant individual variability in response to early intervention exists. The purpose of this preliminary study was to examine the effects of a group-based Naturalistic Developmental Behavioral Intervention (NDBI) on active engagement among a heterogeneous…
Descriptors: Early Intervention, Behavior Modification, Young Children, Autism Spectrum Disorders
Albert Weideman – Educational Linguistics, 2024
Technical unity in multiplicity is a key elementary applied linguistic primitive. Conceptually, it derives from the relation between the technical and numerical modalities. We examine order or system in designed language interventions on the norm side, and the unity of technical subjects and objects on the factual side. Design teams represent a…
Descriptors: Applied Linguistics, Design, Intervention, Theories
Cyril Kirwan – International Journal of Training and Development, 2025
Given the pressure to demonstrate meaningful return from investment in Learning and Development (L&D) interventions, there is an increasing need to reliably evaluate such interventions, both from the point of view of their overall effectiveness (summative approach) and their continuing improvement (formative approach). A literature review, the…
Descriptors: Outcomes of Education, Learning, Development, Intervention
Download full textEstelle Pretorius; Sally Clendon; Tara McLaughlin – Kairaranga, 2025
Timely and coordinated early communication supports are critical to ensuring positive outcomes for all children. This is especially important for autistic children. Autism can be associated with delayed or varied communication development, impacting a child's participation and inclusion in the early years. The purpose of this study was to describe…
Descriptors: Foreign Countries, Communication Skills, Autism Spectrum Disorders, Communication Problems
Jason Wallin – Philosophical Inquiry in Education, 2025
This article proposes "anti-currere" as a non-philosophical intervention in curriculum theory, drawing on the work of François Laruelle to challenge the field's foundational obsession with the Real. It argues that curriculum study, despite its surface diversity, remains structurally wedded to a philosophical decision that monopolizes…
Descriptors: Intervention, Curriculum, Educational Theories, Educational Philosophy
Helena Barachino; Anneke Timmermans; Viktor Andreas Venhorst; Jouke van Dijk – Education & Training, 2025
Purpose: The purpose of this paper is to explore how graduate employability is conceptualized and operationalized in higher education through educational interventions. It provides a comprehensive review of how these interventions are implemented and the results they report as well as the levels of governance that motivate their implementation.…
Descriptors: College Graduates, Employment Potential, Intervention, Program Effectiveness
Hubbard, Jessica – ProQuest LLC, 2023
Students receiving special education services for emotional disturbance (ED) are one of the most challenging groups of students to work with in the school setting. Special education policies have shifted to place students in their least restrictive environment, which has increased the percentage of students with ED in the general education…
Descriptors: Students, Emotional Disturbances, Student Behavior, Self Management
Cara Butler – BU Journal of Graduate Studies in Education, 2025
Multi-Tiered Systems of Support (MTSS) is a highly researched and well-documented method of structuring academic and behavioural programs. Manitoba Education's resource documents for school leaders include portions of the MTSS structure but do not provide explicit instruction for its use in implementing programs. Manitoba should follow the lead of…
Descriptors: Foreign Countries, Multi Tiered Systems of Support, Response to Intervention, Intervention
Albert Weideman – Educational Linguistics, 2024
The references to the kinematic dimension of experience in the technical sphere yield constitutive concepts related to technical consistency and constancy. On the norm side, the design principle of developing an applied linguistic intervention that is reliable becomes prominent, and on the factual side the internal technical consistency of the…
Descriptors: Linguistics, Intervention, Design, Reliability
Anjalee W. Galion; Justin G. Farmer; Heidi V. Connolly; Virginia D. Allhusen; Amanda Bennett; Daniel L. Coury; Janet Lam; Ann M. Neumeyer; Kristin Sohl; Manisha Witmans; Beth A. Malow; Autism Treatment Network/Autism Intervention Research Network on Physical Health (ATN/AIR-P) Sleep Committee, Contributor – Journal of Autism and Developmental Disorders, 2024
Children with autism spectrum disorder (ASD) report high rates of sleep problems. In 2012, the Autism Treatment Network/Autism Intervention Research Network on Physical Health (ATN/AIR-P) Sleep Committee developed a pathway to address these concerns. Since its publication, ATN/AIR-P clinicians and parents have identified night wakings as a…
Descriptors: Children, Autism Spectrum Disorders, Sleep, Intervention
