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Clinical Significance: An Exploration into a Methodology for Tier 2 Placement within the Response to Intervention Framework
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Rachel Lacks; Jiawei Li; Sandee McClowry – Journal of Classroom Interaction, 2018
Based on a Response to Intervention framework, this study examines whether a clinical significance methodology is useful for placing children in Tier 2 interventions for school-based social-emotional learning. Data from INSIGHTS Into Children's Temperament, a Tier-1 intervention, was analyzed to assess practical considerations and limitations…
Descriptors: Response to Intervention, Social Development, Emotional Development, Student Behavior
Instructional Support and Academic Skills: Impacts of "INSIGHTS" in Classrooms with Shy Children
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Meghan McCormick; Hope White; Parham Horn; Rachel Lacks; Erin O'Connor; Elise Cappella; Sandee McClowry – Early Education and Development, 2018
Research Findings: This study investigated how mean classroom-level shyness scores moderated the impacts of "INSIGHTS" into "Children's Temperament" on instructional support and students' math and reading skills in kindergarten and 1st-grade classrooms. "INSIGHTS" is a temperament-based social-emotional learning…
Descriptors: Early Childhood Education, Kindergarten, Grade 1, Student Characteristics