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Direct linkElizabeth McGhee Hassrick; Jessica Suhrheinrich; Patricia Schetter; Allison Nahmias; Melina Melgarejo; Jennica Li; Jonas Ventimiglia; Yue Yu; Aubyn Stahmer – Grantee Submission, 2021
Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism…
Descriptors: Faculty Development, Autism Spectrum Disorders, Students with Disabilities, Social Networks
Karen S. Scott – ProQuest LLC, 2021
For the Expanded Learning Summer Program (ELSP), at a midsized public school system in the Northeast, providing high quality programming that engages student interest and fosters active learning by all children was a top priority. This case study, undertaken during the summer of 2017, provided insight into how the ELSP aligned with the relevant…
Descriptors: Summer Programs, Public Schools, School Activities, Evidence Based Practice
Kaitlin A. Hill; Albert C. Mah; Brad J. Nakamura – Administration and Policy in Mental Health and Mental Health Services Research, 2021
This study examined patterns and predictors of 79 public sector therapists' practice element (PE) intentions for treating hypothetical single problem area youth with either anxiety or disruptive behavior problems. Analyses of intention profiles suggested that PE intentions varied by diagnosis and included both a majority of practices derived from…
Descriptors: Allied Health Personnel, Anxiety Disorders, Anxiety, Behavior Problems
Lynette Piontek – ProQuest LLC, 2021
The mixed methods study examined effects of evidence-based minilessons on student attitudes and achievement in writing. Researched literature concluded there is a decline of writing in the United States that mostly begins near fourth grade and continues through high school and college. Factors contributing to this gap included: lack of teacher…
Descriptors: Evidence Based Practice, Student Attitudes, Writing Achievement, Grade 3
Thomas, Christopher L.; Zolkoski, Staci M.; Sass, Sarah M. – Assessment for Effective Intervention, 2022
Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students' social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student's ability to process and utilize social-emotional information and use…
Descriptors: Psychometrics, Social Emotional Learning, Likert Scales, Behavior Problems
Rose, Karen; Armon-Lotem, Sharon; Altman, Carmit – Language, Speech, and Hearing Services in Schools, 2022
Purpose: Diagnostic tools developed for monolinguals are frequently used for bilingual linguistic assessment. The absence of evaluation criteria for using monolingual norms for bilinguals contributes to inconsistent diagnostic procedures, impacting research and clinical practice. This study considers the reliance on monolingual tools to assess the…
Descriptors: Preschool Children, Bilingual Students, Language Tests, Scores
Morin, Lisa L.; Agrawal, Jugnu – Learning Disabilities: A Contemporary Journal, 2022
The purpose of this article was to evaluate the quality of research studies and the evidence base for algebra instruction for secondary students with learning disabilities (LD) from 2000 to 2020. We evaluated the quality of methodological rigor of a total of eight single subject and three group design research studies using the 2014 Council for…
Descriptors: Algebra, Teaching Methods, Mathematics Instruction, Learning Disabilities
McGhee, Emily; Masterson, Jackie – Support for Learning, 2022
The purpose of this study was to investigate Access Arrangements (AA) which allow students with specific learning difficulties (SpLDs), disabilities or medical needs to access assessments by making "reasonable" adjustments, as established by the Equality Act 2010. A review of the literature revealed some problematic issues relating to…
Descriptors: Access to Education, Students with Disabilities, Learning Disabilities, Health Needs
Noetel, Michael; Griffith, Shantell; Delaney, Oscar; Harris, Nicola Rose; Sanders, Taren; Parker, Philip; del Pozo Cruz, Borja; Lonsdale, Chris – Review of Educational Research, 2022
Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an…
Descriptors: Multimedia Materials, Meta Analysis, Cognitive Ability, Visual Aids
McKenna, John William; Garwood, Justin; Solis, Michael – Journal of Behavioral Education, 2022
Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Access to Education
Al-Shammari, Zaid; Mintz, Joseph – Journal of Research in Special Educational Needs, 2022
This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence-informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher…
Descriptors: Foreign Countries, Special Education Teachers, Elementary School Teachers, Evidence Based Practice
Edmunds, Sarah R.; Frost, Kyle M.; Sheldrick, R. Chris; Bravo, Alice; Straiton, Diondra; Pickard, Katherine; Grim, Valerie; Drahota, Amy; Kuhn, Jocelyn; Azad, Gazi; Pomales Ramos, Anamiguel; Ingersoll, Brooke; Wainer, Allison; Ibanez, Lisa V.; Stone, Wendy L.; Carter, Alice; Broder-Fingert, Sarabeth – Autism: The International Journal of Research and Practice, 2022
Defining the central components of an intervention is critical for balancing fidelity with flexible implementation in both research settings and community practice. Implementation scientists distinguish an intervention's essential components (thought to cause clinical change) and adaptable periphery (recommended, but not necessary). While…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Fidelity
Pohlenz, Philipp – Quality in Higher Education, 2022
At first sight, discussing the relevance of innovation, professionalisation and evaluation for higher education quality management seems to be redundant. Universities can legitimately be expected to be innovation-friendly, to pursue professionalism in their approaches to teaching and to be appreciative towards an evidence-supported management…
Descriptors: Educational Quality, Educational Innovation, Trust (Psychology), Professionalism
McCallum, Mia Nicole – ProQuest LLC, 2022
Purpose: The purpose of this DNP project was to increase primary care providers' knowledge of food insecurity in pediatric patients by developing and presenting an evidence-based educational presentation on food insecurity. Background: In the United States in 2021, rates of food insecurity in households with children were reported at 6.1 million.…
Descriptors: Health Services, Health Personnel, Children, Pediatrics
Brown, Catherine; Whitted, Chandler – Institute for College Access & Success, 2022
TICAS, in partnership with MDRC and LEO, has worked for more than a year and a half with a community of seven evidence-based college completion programs. These programs, which span the country geographically, all employ a similar model that uses counselors, coaches, or case managers to connect students with a range of support -- personal,…
Descriptors: College Programs, Success, Academic Achievement, COVID-19
