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Direct linkHansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R. – Journal of Emotional and Behavioral Disorders, 2014
Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…
Descriptors: Self Management, Self Control, Behavior Problems, Emotional Disturbances
Silverman, Rebecca; Hines, Sara – Journal of Educational Psychology, 2009
This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive…
Descriptors: Vocabulary, Young Children, Vocabulary Development, English (Second Language)
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
