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Peer reviewed
Direct linkAlbert 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
Judd L. Leach; Lesley F. Leach; Kyle Post – Journal of Legal Studies Education, 2024
Negligence can be a difficult concept for business law students to understand, likely due to faulty schemas and naïve theories formed by their prior experiences. In this article, we describe a metacognitive teaching intervention used in a business law course to potentially overcome students' misconceptions regarding negligence. On average,…
Descriptors: Law Students, Metacognition, Intervention, Negligence
Taylor A. Lesner – ProQuest LLC, 2023
Concerns about low mathematics achievement have created a push to increase national mathematics proficiency levels through research and policy. Efforts have largely focused on early mathematics interventions for students with or at risk for mathematics learning difficulties implemented within multi-tiered response to intervention (RTI) frameworks.…
Descriptors: Mathematics Achievement, Response to Intervention, Intervention, Kindergarten
Niamh Devane; Sofia Mazzoleni; Nicholas Behn; Jane Marshall; Stephanie Wilson; Katerina Hilari – International Journal of Language & Communication Disorders, 2025
Background and Aims: The reliability and validity of an intervention can be improved by checking treatment fidelity (TF). TF methods identify core components of an intervention, check their presence (or absence) and identify threats to fidelity. The Virtual Elaborated Semantic Feature Analysis (VESFA) intervention comprised individual sessions of…
Descriptors: Aphasia, Intervention, Fidelity, Feasibility Studies
Michelle M. Wang; Amanda Cardarelli; Jonah Brenner; Sarah-Jane Leslie; Marjorie Rhodes – Child Development, 2025
Gender-science stereotypes emerge early in childhood, but little is known about the developmental processes by which they arise. The present study tested the hypothesis that language implying scientists are a special and distinct kind of person contributes to the development of gender-science stereotypes, even when it does not communicate…
Descriptors: Sex Stereotypes, Scientists, Preschool Children, Sciences
Olivia Hewitt; Peter E. Langdon; Michael Larkin – Journal of Applied Research in Intellectual Disabilities, 2025
Background: Psychological interventions need to be adapted for use with people with intellectual disabilities to ensure they are engaging, accessible and effective. Co-design allows the experiences of service users and stakeholders to actively shape and develop interventions, to ensure their accessibility. Method: An adapted model of Experience…
Descriptors: Intervention, Intellectual Disability, Stakeholders, Design
Zonghua Shi; Jennifer Shearon; Elena M. Kaufman; Andy Y. Lu; Alexis M. Suarez; Natalie M. Rogler; Miranda R. Miller; Emily R. Cohen-Shikora – Applied Cognitive Psychology, 2025
The Illusory Truth Effect (ITE) is a cognitive bias wherein participants rate repeated statements as more truthful relative to new statements. Although this effect may be less adaptive in our current media climate, where repeated information can circulate easily, few studies have examined how to mitigate or reduce it. In the current studies, we…
Descriptors: Cognitive Processes, Bias, Intervention, Evaluative Thinking
Ralph Renger; Elias Samuels; Jessica Renger; Ellen Champagne – American Journal of Evaluation, 2025
This article presents the Renger System Test (RST) as a method for assessing whether a system evaluation approach is suitable for evaluating complex interventions. The RST has three criteria: (1) the intervention includes multiple components, (2) these components operate interdependently, and (3) their interdependence produces an outcome that no…
Descriptors: Program Evaluation, Evaluation Methods, Evaluation Criteria, Systems Approach
Luciana Zuest; Mijoo Kim; Andrea Salazar – Physical Educator, 2025
This study is a scoping review of empirical research examining weight bias among physical educators. Specifically, we sought to determine the extent, range, nature, and findings of research studies concerning weight bias in physical educators. Five online databases were used to identify studies published in English between 1985 and 2021 according…
Descriptors: Body Weight, Bias, Teacher Attitudes, Physical Education Teachers
Nasr Glenn; Glenn Hardaker; Aishah Sabki – International Journal of Information and Learning Technology, 2025
Purpose: The paper explores the alignment of artificial intelligence (AI) with what seems to be a belief that language is a natural growth. We reflect back and look forward on George Orwell and C.S. Lewis, based on commonalities and differences that provide unique insights into the implications of generative AI on language development for…
Descriptors: Artificial Intelligence, Intervention, English, Change
E. C. Hedberg; Larry V. Hedges – Evaluation Review, 2026
The difference in differences design is widely used to assess treatment effects in natural experiments or other situations where random assignment cannot, or is not, used (see, e.g., Angrist & Pischke, 2009). The researcher must make important decisions about which comparisons to make, the measurements to make, and perhaps the number of…
Descriptors: Statistical Analysis, Computation, Effect Size, Quasiexperimental Design
Juliann J. Woods; Mollie K. Romano; Katrina J. Cripe – Topics in Early Childhood Special Education, 2025
Implementing and sustaining high-quality early intervention practices depends on access to an evidence-based professional development (PD) model that fits the unique features of the system, providers, and families served. This paper describes and evaluates a 10-month PD sequence for EI providers on Family Guided Routines Based Intervention (FGRBI)…
Descriptors: Professional Development, Caregiver Training, Program Descriptions, Coaching (Performance)
Lorraine Silver; Emma Emanuel; Ellen Jones – Educational Psychology in Practice, 2024
The medium-term impact of emotional literacy support assistant (ELSA) intervention is unknown. Therefore, emotional literacy (EL) data were collected through intervention assessment records (IAR) and social and emotional support assessment (SESA) questionnaires from 18 children and young people (CYP) and 18 ELSAs and class teachers (CTs) jointly…
Descriptors: Foreign Countries, Emotional Disturbances, Elementary School Students, Secondary School Students
Catherine Bent; Susan Glencross; Karen McKinnon; Kristelle Hudry; Cheryl Dissanayake; The Victorian ASELCC Team; Giacomo Vivanti – Journal of Autism and Developmental Disorders, 2024
Many autistic children require support to meet their learning needs. Given the heterogeneity within the autism spectrum it is plausible that different types of support might be better suited to different children. However, knowledge on what interventions work best for which children is limited. We examined the outcomes of autistic preschool-aged…
Descriptors: Autism Spectrum Disorders, Intervention, Preschool Children, Early Intervention
