To date, few online game-based learning studies have focused on developing children's growth creativity mindset (growth CM). This study, therefore, aimed to develop a game-based learning system to help children develop their growth CM. Additionally, we investigated the relationship between growth CM, hope belief, and creativity self-efficacy after…

Incorporating student choice is an effective intervention to improve task engagement that may also promote skill and behavioral generalization. In this study, we evaluated the effectiveness of a reading fluency intervention that incorporated student choice of topic and instructional passages using a delayed multiple baseline across student design.…

Goal setting, in combination with evidence-based interventions, may be a viable intervention component to improve oral reading fluency for struggling readers. The present study examined the efficacy of individualized goal setting on the oral reading fluency rates of upper elementary students who were reading below grade level. Visual analysis of a…

This pilot study involved fourth and fifth-grade students (N = 25) from two elementary schools that receive the True Goals (TG) small group intervention during an after-school program in one school district in the Midwest region of the United States. A one-group pre-post design was used to assess classroom teachers' perceptions of student learning…

As military dependent students relocate, they enroll in multiple schools throughout their K-12 experience. Frequent mobility can create gaps in achievement. The challenge in the local setting is meeting the needs of military dependent students scoring below grade level standards in math. The purpose of the formative evaluation was to determine the…

Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…

This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions…

We offer a methodological illustration for researchers and practitioners of how to conduct a development study consistent with the parameters delineated by the Institute of Education Sciences (IES; U.S. Department of Education [USDE], 2010) to explore the utility of an existing Tier 1 intervention applied as a Tier 2 support within a three-tiered…

Early aggression is a problem in its own right and a risk factor for further developmental problems. Although both effortful control and social information processing (SIP) skills are negatively associated with aggression and are targeted by aggression prevention programs, little is known about the relation between them or about their joint…

Since its publication in 2012, "The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students" has helped countless classroom teachers, special educators, and others implement an effective, new approach to teaching focused on skill-building, practical interventions, and purposeful, positive interactions…

"Coping Power" is based on the earlier "Anger Coping Power" program. It emphasizes social and emotional skills that are needed during the transition to middle school. The program incorporates child and parent components. The child component consists of thirty-four 50-minute group sessions and periodic individual sessions over…

This study addressed the problem of chronic low student achievement in language arts at a Program Improvement 5+ school by implementing two cycles of facilitated lesson study. Using action research to facilitate and monitor change in instructional practices at a school that is currently undergoing a teacher-initiated turnaround reform effort, this…

This guide presents information and clinical tools to implement the Anger Coping Program, an empirically supported intervention for students in grades 3-6. Practitioners are taken step by step through setting up treatment groups, teaching vital skills for reducing aggression and disruptive behavior, and building strong partnerships with teachers…