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Raju Kanukula; Joanne E. McKenzie; Lisa Bero; Zhaoli Dai; Sally McDonald; Cynthia M. Kroeger; Elizabeth Korevaar; Andrew Forbes; Matthew J. Page – Research Synthesis Methods, 2024
We aimed to explore, in a sample of systematic reviews (SRs) with meta-analyses of the association between food/diet and health-related outcomes, whether systematic reviewers selectively included study effect estimates in meta-analyses when multiple effect estimates were available. We randomly selected SRs of food/diet and health-related outcomes…
Descriptors: Meta Analysis, Intervention, Comparative Analysis, Food
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Stacey L. Alexander; Margarita Frederico; Maureen Long; Don Vicendese – Journal of Occupational Therapy, Schools & Early Intervention, 2024
Secure attachment has broad and long-lasting benefits for the development and wellbeing of a child. Conversely, disorganized attachment is associated with social, emotional, and behavioral problems in children, and later psychopathology. Children with a developmental delay or disability (DD) may be at greater risk of insecure or disorganized…
Descriptors: Children, Disabilities, Developmental Delays, Attachment Behavior
Valarie J. Algee – ProQuest LLC, 2024
The need for and frequency of providing literacy intervention to kindergarten through Grade 6 students in the form of tutoring online has grown. Concurrently, there is little guidance for literacy tutors navigating this novel format, helping to ensure their instruction is effective and equitable. Research studies indicate the efficacy of literacy…
Descriptors: Elementary School Students, Tutors, Experience, Synchronous Communication
Chana Witty – ProQuest LLC, 2024
The purpose of this study was to assess school psychologists' knowledge of dyslexia interventions and basic language constructs. Participants' total levels of knowledge from these two areas were examined to determine if significant differences in dyslexia knowledge and definitional knowledge related to degree level, taking a graduate literacy…
Descriptors: School Psychologists, Dyslexia, Educational Background, Knowledge Level
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Zahra Abadi Marzoni; Fatemeh Bakouei; Molood Aghajani Delavar; Angela Hamidia; Mahdi Sepidarkish – Health Education Research, 2024
This quasi-experimental study aimed to assess the impact of a midwife-led psycho-education intervention on reducing fear of childbirth (FOC) and perceived stress (PS) in pregnant women. The present study involved 96 pregnant women. The intervention group received three 30-45 min telephone sessions using 'BELIEF' (Birth Emotion-Looking to Improve…
Descriptors: Allied Health Personnel, Intervention, Fear, Pregnancy
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Daniel J. Madigan; Lisa E. Kim; Hanna L. Glandorf – European Journal of Psychology of Education, 2024
Burnout is common among students and can negatively influence their motivation, performance, and wellbeing. However, there is currently little consensus regarding how to intervene effectively. Consequently, we provide the first systematic review and meta-analysis of studies examining the effectiveness of interventions aimed at reducing burnout in…
Descriptors: Burnout, Intervention, Secondary School Students, College Students
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Sarah-Maria Thumbeck; Philipp Schmid; Sophie Chesneau; Frank Domahs – International Journal of Language & Communication Disorders, 2024
Background: People with aphasia (PWA) frequently experience difficulties in understanding longer written content such as paragraphs or books. Reading strategies are a promising approach to treat text-level reading comprehension deficits in PWA. Nevertheless, empirical evidence for their efficacy remains rare. Aims: The primary objective of this…
Descriptors: Aphasia, Reading Comprehension, Reading Strategies, Program Effectiveness
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Sarah E. Barnett; Helen Stringer; Carolyn Letts – International Journal of Language & Communication Disorders, 2024
Background: The aim of many interventions used by speech and language therapists (SLTs) is to change behaviours related to communication and interaction. Parent-led language interventions for children in the early years (0-5 years) rely on SLTs supporting parents to change their behaviour in child-focused interactions to effect a change in the…
Descriptors: Young Children, Early Intervention, Language Acquisition, Parents as Teachers
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Leigh Ann Tipton-Fisler; Erin Knight – Contemporary School Psychology, 2024
This review aimed to synthesize the group design literature to identify the evidence-based reading comprehension interventions for children with ASD. The primary aim was to identify which reading comprehension interventions had demonstrated positive effects for students with ASD in group design studies. This review was initiated using both…
Descriptors: Research Design, Reading Comprehension, Autism Spectrum Disorders, Intervention
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Athena Ip; Sally Kendall; Ali Jabeen; Scott Watkin; Anna Cox – British Journal of Learning Disabilities, 2024
Background: With the right support, people with learning disabilities can be 'good enough' parents (Coren et al., 2011; Murphy & Feldman, 2002). Parenting programmes exist to support parents and are made accessible for people with learning disabilities who are expecting a baby, but evaluation of the benefit of these interventions is poor due…
Descriptors: Intervention, Learning Disabilities, Self Efficacy, Child Rearing
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Sarah Coe-Odess; John Crocker; Rachel Quist; Marisa Meldonian; Elizabeth Gordon; Sabine Wilhelm; Jennifer L. Greenberg – Psychology in the Schools, 2024
A youth mental health crisis has been exacerbated significantly by the COVID-19 pandemic. Teachers are often front-line support for students in need. Yet teachers themselves are struggling, making it difficult to help their students. Cognitive behavioral interventions (CBIs) have been shown to reduce mental health symptoms in school settings.…
Descriptors: Behavior Modification, Cognitive Restructuring, Web Based Instruction, Intervention
Lisa Flook; Matthew J. Hirshberg; Lori Gustafson; Chad McGehee; Cara Knoeppel; Lawrence Y. Tello; Daniel M. Bolt; Richard J. Davidson – Grantee Submission, 2024
More research is needed to understand the effects of school-based mindfulness programs in the years before adolescence, which represent a critical juncture and transitional period of development. The present study investigated mindfulness with elementary school students using random assignment and objective measures. The sample included 292 5th…
Descriptors: Metacognition, Executive Function, Social Emotional Learning, Elementary School Students
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Micaela Sánchez-Martín; Marta Gutiérrez-Sánchez; Eva María Olmedo-Moreno; Fernando Navarro-Mateu – Cogent Education, 2024
Introduction: Concerns about the risk of bias (RoB) of Meta-analysis (MAs) have grown in parallel with the exponential increase in the number of publications in science. However, this has not been properly assessed in Education. The aims were to evaluate the RoB of MAs in Education and to identify potential predictors of a lower RoB. Methods:…
Descriptors: Literature Reviews, Meta Analysis, Bias, Research Problems
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Andrea Cheshure; Theresa Van Lith – Journal of American College Health, 2024
Objective: The purpose of this study was to examine how college students perceive and manage stress and anxiety in the university setting and explain their perceptions of the effects of MBAT, NCT, and MO on stress, anxiety, and general student functioning. Participants: 58 undergraduate college students participated in post-test interviews…
Descriptors: Metacognition, Stress Management, Art Therapy, Mental Health
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Baoyu Li; Bangping Ding; Ingo Eilks – Journal of Chemical Education, 2024
Socio-scientific issues-based science instruction addresses societal-related issues to promote contemporary science education. Societal-related issues almost always have to be considered in the cultural environment to which they are relevant. This means that the cultural aspects of socio-scientific issues need to be taken into account to develop…
Descriptors: Foreign Countries, Secondary School Science, Science Education, Chemistry
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