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Shaw, Steven R. – Canadian Journal of School Psychology, 2021
The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices…
Descriptors: Program Implementation, Evidence Based Practice, School Psychology, Program Effectiveness
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Fien, Hank; Chard, David J.; Baker, Scott K. – Reading Research Quarterly, 2021
We situate education, and the science of reading (SOR) specifically, in the midst of a broad, evidence-based revolution involving an array of disciplines focused on improving the health and well-being of individuals and populations. Low and stagnant levels of reading proficiency, massive reading disparities, and a robust SOR knowledge base suggest…
Descriptors: Reading Achievement, Reading Research, Evidence Based Practice, Disproportionate Representation
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Harper, Lynette; Ooms, Ann; Tuffrey Wijne, Irene – Journal of Applied Research in Intellectual Disabilities, 2021
Background: People with intellectual disabilities are more likely to experience sleep problems. Sleep can impact on health and well-being; therefore, evidence-based interventions are required to improve sleep in this population. Method: An integrative literature review was conducted on the impact of nutrition on sleep in people with intellectual…
Descriptors: Nutrition, Sleep, Intellectual Disability, Literature Reviews
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Flynn, Susan – Child Care in Practice, 2021
The professionalisation of social care practice in Ireland, after a period of dormancy, has experienced rapid advancement toward statutory regulation and reform. Yet, the limited literature available in Ireland on the subject matter, almost exclusively predates these changes. This paper presents a theoretically informed commentary on the…
Descriptors: Foreign Countries, Social Work, Evidence Based Practice, Caseworkers
Jankowski, Natasha – National Institute for Learning Outcomes Assessment, 2021
In the field of education, we bump constantly into buzzwords, pass unclear phrases in the hall, and greet acronyms as good friends. Yet rarely is it that we unpack or critically examine what is meant when phrases are uttered. What does it actually "mean" to "enhance institutional effectiveness"? To "foster synergy"?…
Descriptors: Evidence Based Practice, Story Telling, Educational Assessment, Student Evaluation
Center on Positive Behavioral Interventions and Supports, 2021
This brief describes why it is critical to continue to prioritize behavior support in addition to academic, social, and emotional supports. Without effective behavior support, research has documented that students and educators experience negative outcomes. With effective behavior support implemented within a PBIS framework, rigorous research has…
Descriptors: Positive Behavior Supports, Outcomes of Treatment, Evidence Based Practice, Program Implementation
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Neville, Ian A.; Petrass, Lauren A.; Ben, Francis – Journal of Outdoor and Environmental Education, 2023
There is a growing body of empirical evidence documenting the positive effects associated with participation in environmental education and outdoor learning for students, teachers and the wider community. Despite this, there has been a substantial reduction in outdoor learning opportunities for school students, possibly due to the focus on…
Descriptors: Interdisciplinary Approach, Teaching Methods, Outdoor Education, Environmental Education
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Factor, Reina S.; Rea, Hannah M.; Laugeson, Elizabeth A.; Scarpa, Angela – Journal of Autism and Developmental Disorders, 2023
Social impairments characteristic of autism spectrum disorder (ASD) are evident in early childhood and often worsen. There is a paucity of evidence-based interventions explicitly targeting social skill development for young children with ASD and few actively integrate caregivers. The PEERS® program, an evidence-based caregiver-assisted social…
Descriptors: Feasibility Studies, Program Effectiveness, Preschool Children, Program Evaluation
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Boyce-Rosen, Nadiya; Mecadon-Mann, Melissa – Professional School Counseling, 2023
The practice of using microaffirmations enables positive outcomes through small acts of active listening that encourage feelings of inclusion and shared cultural intimacy. Microaffirmations can be intersectional and are beneficial to a wide range of populations, including people of color, LGBTQIA + individuals, and people with disabilities. School…
Descriptors: Inclusion, Equal Education, Advocacy, Listening Skills
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Imray, Peter; Kossyvaki, Lila; Sissons, Mike – Support for Learning, 2023
The authors of this position paper argue that there is currently very little evidence-based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research…
Descriptors: Evidence Based Practice, Research Utilization, Severe Disabilities, Learning Disabilities
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Shanahan, Timothy – Reading Research Quarterly, 2023
In this article, I provide an examination of research evidence concerning the effects of classroom instruction (Tier 1) for students with dyslexia and other reading problems. I discuss the suitability and limitations of different types of research evidence that may be used to determine how best to support the learning of these students in the…
Descriptors: Dyslexia, Students with Disabilities, Reading Difficulties, Evidence Based Practice
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Turcotte, Samuel; Shea, Carolann; Raymond, Émilie; Ansaldo, Ana Inés; Bier, Nathalie; Grenier, Sébastien; Hebblethwaite, Shannon; Lamontagne, Marie-Ève; Levasseur, Mélanie; Viscogliosi, Chantal; Ladjadj, Fatima; Filiatrault, Johanne – Canadian Journal of Action Research, 2023
Intergenerational initiatives have the potential to bring generations together and can have a wide range of benefits for the health of older adults as well as for the development of young people. This paper presents a five-phase participatory action research protocol for the co-design and pilot implementation of a toolkit supporting…
Descriptors: Participatory Research, Action Research, Program Implementation, Community Organizations
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Alvarez-Vargas, Daniela; Perez, Jessica Paola Lopez; Bermudez, Vanessa Noemy; Beltrán-Grimm, Susana; Santana, Evelyn; Begolli, Kreshnik; Bustamante, Andres Sebastian – Theory Into Practice, 2023
In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can…
Descriptors: Evidence Based Practice, Physical Activities, Play, Mathematics Education
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Sliwa, Sarah A.; Hawkins, Georgianne Tiu; Lee, Sarah M.; Hunt, Holly – Journal of School Health, 2023
Background: We introduce the Whole School, Whole Community, Whole Child approach to supporting student and school staff physical activity and nutrition and describe the methods used to generate the evidence synthesized across the special issue articles. Methods: A 2-phase literature review search included a search of systematic reviews (2010-2018)…
Descriptors: Holistic Approach, Physical Activity Level, Nutrition, Health Behavior
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Doremus, Wendy A. – Journal of School Nursing, 2023
States have key roles and responsibilities in protecting and promoting the health of all of school-age youth. Though assessment and planning instruments exist to support quality school nursing service delivery at individual school building, community, and district levels, no comparable measure was available to assess state-level support for the…
Descriptors: School Nurses, School Health Services, Delivery Systems, Measures (Individuals)
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