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Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery
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Granger, Kristen L.; Conroy, Maureen A.; Sutherland, Kevin S.; Feil, Edward G.; Wright, Jessica; Montesion, Alexandra; Huang, Ke – Grantee Submission, 2021
The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for…
Descriptors: Early Childhood Education, Evidence Based Practice, Preschool Education, Preschool Teachers
Predicting Implementation of the PAX Good Behavior Game + MyTeachingPartner Interventions
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Summer S. Braun; Catherine P. Bradshaw; Lydia A. Beahm; Alexa C. Budavari; Jason Downer; Nicholas S. Ialongo; Patrick H. Tolan – Grantee Submission, 2023
Introduction: Effective classroom management is critical to creating a classroom environment in which social, emotional, and academic learning can take place. The present study investigated the association between early career, early elementary teachers' occupational health (job stress, burnout, and perceived teaching ability) and perceptions of…
Descriptors: Predictor Variables, Program Implementation, Educational Games, Student Behavior
The Development and Evaluation of Literacy Interventions for Deaf and Hard-of-Hearing Children
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Dostal, Hannah; Lederberg, Amy – Grantee Submission, 2021
Literacy intervention research tests our best ideas about instruction and forges a pathway forward toward deeper and more nuanced understandings of how children think, communicate, and learn. This chapter describes the components of the development of literacy interventions, explaining how to construct and evaluate each component in sequence to…
Descriptors: Deafness, Hearing Impairments, Students with Disabilities, Literacy Education
Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)
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Anderson, Cynthia M.; Iovannone, Rose; Smith, Tristram; Levato, Lynne; Martin, Ryan; Brenna, Cavanaugh; Hochheimer, Sam; Wang, Hongyue; Iadarola, Suzannah – Grantee Submission, 2020
To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Learning Modules
Parent Perceptions of an Adapted Evidence-Based Practice for Toddlers with Autism in a Community Setting
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Stahmer, Aubyn C.; Brookman-Frazee, Lauren; Rieth, Sarah R.; Stoner, Julia Trigeiro; Feder, Joshua D.; Searcy, Karyn; Wang, Tiffnay – Grantee Submission, 2016
Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in…
Descriptors: Parent Attitudes, Evidence Based Practice, Toddlers, Autism
Coaching Early Career Teachers in Urban Elementary Schools: A Mixed Method Study
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Shernoff, Elisa; Lakind, Davielle; Frazier, Stacy; Jakobsons, Lara – Grantee Submission, 2015
Coaching for urban early career teachers (ECTs) offers promise and aligns with features of effective professional development to support the implementation of evidence-based practices. However, the functional components and key elements of coaching and coach supervision are not well specified in the literature. The goal of the current study was to…
Descriptors: Beginning Teachers, Coaching (Performance), Urban Schools, Elementary School Teachers