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Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial
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Nowell, Sallie W.; Watson, Linda R.; Boyd, Brian; Klinger, Laura G. – Grantee Submission, 2019
Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.…
Descriptors: Interpersonal Communication, Interpersonal Competence, Self Control, Metacognition
An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade
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Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet – Elementary School Journal, 2013
This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…
Descriptors: Grade 1, Elementary School Students, Program Evaluation, Intervention