Education and Treatment of Children最新文献

Mindfulness- and Relationship-Based Interventions: Which Break is Better for Improving Classroom Behavior? 心灵干预和基于关系的干预：哪种方法更有利于改善课堂行为？

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-09-17 DOI: 10.1007/s43494-024-00128-x

Robin Parks Ennis, Erica Ogle Lee

{"title":"Mindfulness- and Relationship-Based Interventions: Which Break is Better for Improving Classroom Behavior?","authors":"Robin Parks Ennis, Erica Ogle Lee","doi":"10.1007/s43494-024-00128-x","DOIUrl":"https://doi.org/10.1007/s43494-024-00128-x","url":null,"abstract":"Students with emotional and behavioral disorders often need behavioral supports to facilitate their success in the classroom. One commonly used intervention involves taking brief breaks at targeted times during the day to return to the classroom better prepared for participation. However, research is limited on what should happen while a student is on break. Two potential strategies were evaluated using an alternating treatment design with three students at an urban charter school in 1st and 5th grades. Following a baseline phase, breaks alternated between a mindfulness-based intervention (MBI) involving awareness of breath, body, and self and a relationship-based intervention (RBI) involving a “would you rather” get-to-know-you game. Results suggest both interventions improved behavioral outcomes for all participants compared to baseline. For two students, no clear break type had a more profound impact. For one participant, data suggest that MBI was a superior intervention for increasing academic engagement. Both interventions were implemented with acceptable fidelity and social validity. Limitations and future directions are discussed.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing Ci3T Professional Learning: Initial Lessons Learned from Ci3T Implementers 加强 Ci3T 专业学习：Ci3T 实施者的初步经验教训

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-08-29 DOI: 10.1007/s43494-024-00127-y

Mark Matthew Buckman, Kathleen Lynne Lane, David James Royer, Eric Alan Common, Wendy Peia Oakes, Amy Briesch, Sandra Chafouleas, Rebecca Sherod, Paloma Pérez, Emily Iovino, Grant Allen, Arabiye Artola Bonanno, Nathan Allen Lane

{"title":"Enhancing Ci3T Professional Learning: Initial Lessons Learned from Ci3T Implementers","authors":"Mark Matthew Buckman, Kathleen Lynne Lane, David James Royer, Eric Alan Common, Wendy Peia Oakes, Amy Briesch, Sandra Chafouleas, Rebecca Sherod, Paloma Pérez, Emily Iovino, Grant Allen, Arabiye Artola Bonanno, Nathan Allen Lane","doi":"10.1007/s43494-024-00127-y","DOIUrl":"https://doi.org/10.1007/s43494-024-00127-y","url":null,"abstract":"In this article, we present findings from our first iterative design study for Project ENHANCE to share our findings as well as provide an exemplar for others engaged in design inquiry. In particular, we explain how we used a data-informed design process with district partners to determine content and features of three foundational professional learning modules to support implementation of integrated tiered systems of support. We report findings from three groups of individuals: advisory board and expert panel members (Phase 0), Ci3T Leadership Team members (Phase 1), and role-specific user groups from school faculty and staff (Phase 2). Results indicated acceptability and overall usability of content from multiple perspectives, with priority placed on smaller units of professional learning and flexible resources (e.g., videos infographics). Results also raised questions about how to use resources without overwhelming teachers as they manage multiple responsibilities within a finite amount of time. We discuss limitations and future directions.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Systematic Review of Explicit Instruction and Frequency Building Interventions to Teach Students to Write 系统回顾旨在指导学生写作的显性教学和频率培养干预措施

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-08-21 DOI: 10.1007/s43494-024-00125-0

Alyssa R. McElroy, Jessica E. Van Stratton, Paige Sherlund-Pelfrey

{"title":"A Systematic Review of Explicit Instruction and Frequency Building Interventions to Teach Students to Write","authors":"Alyssa R. McElroy, Jessica E. Van Stratton, Paige Sherlund-Pelfrey","doi":"10.1007/s43494-024-00125-0","DOIUrl":"https://doi.org/10.1007/s43494-024-00125-0","url":null,"abstract":"A primary goal of educational settings in the United States is to produce competent writers. However, most students do not receive adequate instruction and practice beyond grade three. Furthermore, only 29% of high school graduates without disabilities, and 5% with disabilities exit with proficient writing skills (U.S. Department of Education, 2011). There is growing body of evidence for the use of explicit instruction and timed practice interventions to teach writing skills to struggling writers. However, to date there is no review of these combined strategies (i.e., explicit instruction and timed practice) to teach writing skills. The current review analyzed 10 studies that met the What Works Clearinghouse Single Case Design Standards 5.0 and included 53 students who received explicit instruction and timed practice interventions for sentence-level writing skills. Results from the independent analysis show that explicit instruction and timed practice have a significant impact on decreasing the frequency of incorrect writing performance and establish the need for additional research on frequency building strategies for writing skills. Results of the review, recommendations for educators, and future directions for researchers are discussed.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Daily Report Card and Check-in/Check-out: A Commentary About Two Siloed Interventions 每日成绩单和签到/签退：关于两种孤立干预措施的评论

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-07-09 DOI: 10.1007/s43494-024-00126-z

Julie Sarno Owens, Samantha Margherio, Cara Dillon, Steven W. Evans, Hannah Grace Rew, Chelsea Hustus, Christie Pickel

引用次数: 0

The Effects of the Establishment of Generalized Imitation across Multiple Topographies on Accuracy and Modality of Responding in Preschoolers with Developmental Delays 建立跨多种地形的泛化模仿对发育迟缓学龄前儿童反应的准确性和模式的影响

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-05-15 DOI: 10.1007/s43494-024-00123-2

Jalene D. Moreno, R. D. Greer, Jessica Dudek

引用次数: 1

Training Behavior Analysts as Strategic Scientists 培训行为分析师成为战略科学家

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-04-22 DOI: 10.1007/s43494-024-00124-1

Lin Du, Gabrielle T. Lee

引用次数: 0

Addressing Diversity, Bias, and Racism in Applied Behavior Analysis: Reflective Practices for Behavior Analytic Professionals in Schools 解决应用行为分析中的多样性、偏见和种族主义问题：学校行为分析专业人员的反思实践

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-04-08 DOI: 10.1007/s43494-023-00118-5

Jonte’ C. Taylor, L. Lynn Stansberry Brusnahan, Erin F. Farrell, Marcus Fuller

引用次数: 0

Behavior Change Potential of Classroom Behavior Management Mobile Applications: A Systematic Review 课堂行为管理移动应用程序改变行为的潜力：系统回顾

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-02-26 DOI: 10.1007/s43494-024-00122-3

Sharon R. Mittiga, Nerelie C. Freeman, Erin S. Leif, Brett E. Furlonger, Ellen Pattison

{"title":"Behavior Change Potential of Classroom Behavior Management Mobile Applications: A Systematic Review","authors":"Sharon R. Mittiga, Nerelie C. Freeman, Erin S. Leif, Brett E. Furlonger, Ellen Pattison","doi":"10.1007/s43494-024-00122-3","DOIUrl":"https://doi.org/10.1007/s43494-024-00122-3","url":null,"abstract":"Advances in classroom behavior management mobile applications (CBM apps) have led some teachers to use them to supplement their existing student management strategies, although little is known about their effectiveness in facilitating behavior change. This systematic review aimed to identify and appraise research on the effectiveness of CBM apps for promoting positive behavioral and learning outcomes of elementary, middle, and high school students. A systematic search was conducted in the PsycINFO, ERIC, and EBSCOhost databases for articles published between 2007 and 2020. The 15 included studies provided some preliminary evidence for CBM apps. Apps were primarily used to facilitate the delivery of self-monitoring interventions (SCORE IT and I-Connect) or class-wide reinforcement systems (ClassDojo and the Classroom Behavior Management System). An evaluation of study quality using the What Works Clearinghouse design standards (version 5.0) yielded mixed results, with only 53% of the included studies meeting standards with or without reservations. In general, these studies showed limited risk of bias and moderate to strong effect sizes. Based on the findings of the review, we provide practice recommendations and describe areas for future research.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139979343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comparison of Repeated Reading and Listening While Reading to Increase Oral Reading Fluency in Children 反复阅读与边听边读提高儿童口语阅读流利度的比较

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-02-22 DOI: 10.1007/s43494-024-00121-4

Madison E. Maiden, Miguel E. Ampuero, Douglas E. Kostewicz

{"title":"A Comparison of Repeated Reading and Listening While Reading to Increase Oral Reading Fluency in Children","authors":"Madison E. Maiden, Miguel E. Ampuero, Douglas E. Kostewicz","doi":"10.1007/s43494-024-00121-4","DOIUrl":"https://doi.org/10.1007/s43494-024-00121-4","url":null,"abstract":"Oral reading fluency is crucial to successful reading comprehension. Difficulties to effectively read aloud with fluency often pose challenges to develop more complex reading skills. Although there exists research on teaching oral reading fluency using repeated readings, there is limited research on the effectiveness of listening while reading with error correction procedures for children struggling with reading. Using a single-case, alternating treatments design, this research evaluated the effectiveness of repeated readings with word rehearsal when compared to listening while reading with error correction on the number of words read correctly per minute for three 2nd graders who struggled with reading. In addition, silent reading was assessed as a control condition in this study. The results of this research indicated an acceleration in the correct number of words read as a result of practice, as well as a deceleration of incorrect words read, overall, for both reading interventions. Listening while reading with error correction and repeated reading with word rehearsal did not seem produce a larger effect than the other. However, the implementation of silent reading resulted in both correct and incorrect words accelerating. This may suggest that silent reading may not be as effective as repeated reading and listening while reading. Furthermore, best-quality reading instruction appears to need some form of corrective feedback (e.g., error correction or word rehearsal) to obtain best outcomes for students.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Revision of First Step to Success: A Process Evaluation Study of First Step Next 修订《迈向成功的第一步》：下一步 "的过程评估研究

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-02-06 DOI: 10.1007/s43494-024-00120-5

Edward G. Feil, Jason W. Small, Hill M. Walker, Andy J. Frey, Shantel D. Crosby, Jon Lee, John R. Seeley, Annemieke Golly, Steven R Forness

{"title":"The Revision of First Step to Success: A Process Evaluation Study of First Step Next","authors":"Edward G. Feil, Jason W. Small, Hill M. Walker, Andy J. Frey, Shantel D. Crosby, Jon Lee, John R. Seeley, Annemieke Golly, Steven R Forness","doi":"10.1007/s43494-024-00120-5","DOIUrl":"https://doi.org/10.1007/s43494-024-00120-5","url":null,"abstract":"The demand for preventive and easily implemented interventions to address the needs of children with significant behavioral challenges in general education settings is well-documented. First Step to Success is an evidenced-based program to address challenging behavior in preschool and elementary-school settings with a 20-year history of successful implementation (Walker et al., 1997; Walker et al., 2014b). A revision of the intervention, called First Step Next (Walker et al., 2015), was designed to (1) standardize the program components across preschool and elementary settings; (2) make the program more user friendly for implementers, including parents; and (3) increase the program’s efficacy by adding new components and updating existing ones. The current study used a mixed-method approach to compare process data collected from a previous efficacy trial of the original preschool version of First Step (Feil et al., 2014) to the revised version (First Step Next; Feil et al., 2020). Overall procedural fidelity ratings were high for both program variations. Further, alliance and satisfaction ratings, as per parent- and teacher-report, were acceptable, although there were some divergent findings between parent and teacher perspectives at the item level. This study provides support for the feasibility of successfully implementing First Step Next with young children and their families in preschool settings.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139759685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0