Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Author
| Allen, Susan F. | 1 |
| Ashbaugh, Kristen | 1 |
| Bradshaw, Jessica L. | 1 |
| Koegel, Lynn Kern | 1 |
| Koegel, Robert L. | 1 |
| Mann, Emily A. | 1 |
| Reynolds, Arthur J. | 1 |
| Robertson, Dylan L. | 1 |
| Temple, Judy A. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Evaluative | 2 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
| Support Staff | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Does not meet standards | 3 |
Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment
Direct linkKoegel, Robert L.; Bradshaw, Jessica L.; Ashbaugh, Kristen; Koegel, Lynn Kern – Journal of Autism and Developmental Disorders, 2014
Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social…
Descriptors: Questioning Techniques, Young Children, Autism, Communication Skills
Allen, Susan F. – Children & Schools, 2009
Prevention programs in schools are one response to youth, community, and family violence. Many of these programs target older children and adolescents. This quasi-experimental study evaluated the preschool curriculum of the Peacemakers program, which was developed by a consortium of social service agencies for implementation in schools. This…
Descriptors: Preschool Curriculum, Experimental Groups, Prevention, Holistic Approach
Peer reviewedReynolds, Arthur J.; Temple, Judy A.; Robertson, Dylan L.; Mann, Emily A. – Educational Evaluation and Policy Analysis, 2002
Conducted a cost-benefit analysis of a federally financed comprehensive early childhood program, the Title I Chicago Child-Parent Centers. Used data for 1,539 program and comparison group children. Findings show that an established public program can provide benefits that far exceed costs. Outlines key elements of program effectiveness. (SLD)
Descriptors: Disadvantaged Youth, Early Childhood Education, Federal Programs, Parent Education
