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Reducing Children's Implicit Racial Bias through Exposure to Positive Out-Group Exemplars
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Gonzalez, Antonya M.; Steele, Jennifer R.; Baron, Andrew S. – Child Development, 2017
Studies with adults suggest that implicit preferences favoring White versus Black individuals can be reduced through exposure to positive Black exemplars. However, it remains unclear whether developmental differences exist in the capacity for these biases to be changed. This study included 369 children and examined whether their implicit racial…
Descriptors: Racial Bias, Children, Age Differences, Child Development
Effects of a Classroom Management Intervention on Student Selective Attention: Results from a Randomized Controlled Trial
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Keilow, Maria; Holm, Anders; Friis-Hansen, Mette; Kristensen, Rune Müller – School Effectiveness and School Improvement, 2019
A main objective of classroom management (CM) is to raise students' attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students' academic outcomes, students' attention skills been largely overlooked.…
Descriptors: Classroom Techniques, Attention, Learning, Program Effectiveness
Interdependent Group Contingency to Promote Physical Activity in Children
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Foote, Catherine; Bray, Melissa A.; Kehle, Thomas J.; VanHeest, Jaci L.; Gelbar, Nicholas W.; Byer-Alcorace, Gabriel; Maykel, Cheryl; DeBiase, Emily – Canadian Journal of School Psychology, 2017
As the number of children affected by obesity increases in the United States, it is necessary to intervene with preventive and intervention techniques that will enact change. Because children spend a significant amount of their time in school, it is of particular interest to target strategies during the school day. Given the recommendations for…
Descriptors: Physical Activities, Recess Breaks, Obesity, Child Health
Evidence-Based Practices for Children, Youth, and Young Adults with Autism
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Steinbrenner, Jessica R.; Hume, Kara; Odom, Samuel L.; Morin, Kristi L.; Nowell, Sallie W.; Tomaszewski, Brianne; Szendrey, Susan; McIntyre, Nancy S.; Yücesoy-Özkan, Serife; Savage, Melissa N. – FPG Child Development Institute, 2020
Autism is currently one of the most prominent and widely discussed human conditions. Its increased prevalence has intensified the demand for effective educational and therapeutic services, and intervention science is providing mounting evidence about practices that positively impact outcomes. The purpose of this report is to describe a set of…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Children
Individualized Positive Behavior Support in School Settings: A Meta-Analysis
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Goh, Ailsa E.; Bambara, Linda M. – Remedial and Special Education, 2012
This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and…
Descriptors: Intervention, Behavior Problems, Functional Behavioral Assessment, Meta Analysis
Effects of a School Based Program to Improve Adaptive School Behavior and Social Competencies among Elementary School Youth: The Living Skills Program
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Prince, Kort C.; Ho, Edward A.; Hansen, Sharon B. – Journal of Research in Character Education, 2010
This study examined the effects of the Living Skills school-based intervention program as a method of improving school adjustment and the social lives of at-risk elementary school students. Youth participants were referred to the program by teachers or school counselors based on perceptions of risk due to rejection and isolation, aggressive and…
Descriptors: Elementary School Students, Intervention, At Risk Students, Student Adjustment