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Peer reviewed
Direct linkCommon, Eric Alan; Buckman, Mark Matthew; Lane, Kathleen Lynne; Leko, Melinda; Royer, David James; Oakes, Wendy Peia; Allen, Grant Edmund – Education and Treatment of Children, 2019
In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the "Social Skills Improvement System-Intervention Guide" and "Positive Action Counselor's…
Descriptors: Interpersonal Competence, Intervention, At Risk Students, Emotional Problems
Joshua L. Brown; Patricia A. Jennings; Damira S. Rasheed; Heining Cham; Sebrina L. Doyle; Jennifer L. Frank; Regin Davis; Mark T. Greenberg – Grantee Submission, 2023
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M[subscript age] = 41.5) and 5200 children…
Descriptors: Academic Achievement, Social Emotional Learning, Outcomes of Education, Metacognition
Download full textNelson, Melanie A.; Caldarella, Paul; Hansen, Blake D.; Graham, Mark A.; Williams, Leslie; Wills, Howard P. – Journal of Positive Behavior Interventions, 2018
Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven…
Descriptors: Student Behavior, Behavior Problems, Art Education, Intervention
Drummond, Katie V.; Tucker-Bradway, Natalie; Smith, Deeza-Mae; Hubbard, Daniel; Meakin, John; Salinger, Terry – American Institutes for Research, 2020
This i3 scale-up study examined the implementation and effectiveness of a 3-year literacy intervention developed by the Children's Literacy Initiative (CLI). The study was a school-level cluster randomized controlled trial conducted in 55 elementary schools from four states. Implementation results showed a high level of fidelity of intervention…
Descriptors: Literacy Education, Intervention, Program Effectiveness, Program Evaluation
What Works Clearinghouse, 2015
For the 2014 study, "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students", researchers examined the effects of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. WHS consists of three components:…
Descriptors: Skill Development, Elementary School Students, Video Technology, Interpersonal Competence
Quint, Janet C.; Balu, Rekha; DeLaurentis, Micah; Rappaport, Shelley; Smith, Thomas J.; Zhu, Pei – MDRC, 2014
This is the second of three reports from MDRC's evaluation of the Success for All (SFA) scale-up demonstration, funded under the U.S. Department of Education's Investing in Innovation (i3) competition. The report presents updated findings on SFA's implementation and impacts in the scale-up sites participating in the evaluation. The i3 evaluation…
Descriptors: Educational Change, Educational Innovation, Models, Control Groups
Cooke, Nancy L.; Gibbs, Susan L.; Campbell, Monica L.; Shalvis, Shawnna L. – Journal of Direct Instruction, 2004
This study examined the reading gains of students with mild disabilities who were taught with one of two programs: "Horizons Fast Track A-B" (Engelmann, Engelmann, & Seitz-Davis, 1997) or "Reading Mastery Fast Cycle" (Engelmann & Bruner, 1995). A quasi-experimental design with preexisting groups was used to examine…
Descriptors: Reading Programs, Instructional Effectiveness, Program Effectiveness, Mild Disabilities
