ethanporcaro/eric-fulltext-meta huggingface dataset:
Caregiver and Provider Experiences with Coaching and Embedded Intervention
Author: Salisbury, Christine
Date: 2017-05-08
Type: Journal Articles
Subjects: Coaching (Performance),Intervention,Caregiver Attitudes,Early Intervention,Delivery Systems,Home Visits,Interviews,Focus Groups,Rating Scales,Educational Practices,Severe Disabilities,Feedback (Response),Learning Experience,Employer Attitudes,Early Childhood Education,Qualitative Research

Despite an emphasis in the field on triadic approaches to the delivery of early intervention (EI), remarkably little is known about the shared experiences of caregivers (CGs) and providers during home visits. Within the context of developing, refining, and evaluating the &quot;Embedded Practices and Intervention With Caregivers&quot; (EPIC) approach, two studies were undertaken with 11 EI providers and 19 CGs of infants/toddlers with moderate-severe delays/disabilities to gather their perspectives about and experiences with the EPIC approach. The EPIC intervention has two components: CG coaching and a five- question (5Q) process for supporting embedded practices. Interview, focus group, and rating scale data were collected in both studies and aggregated for reporting purposes in the present article. Findings are described with regard to the coaching and 5Q components and the extent to which participants found the intervention to be feasible, acceptable, and useful. Implications for future research and professional development on coaching and embedded intervention practices are discussed. [At the time of submission to ERIC this article was in press with &quot;Topics in Early Childhood Special Education.&quot;]
Comparing Growth in Linguistic Comprehension and Reading Comprehension in School-Aged Children with Autism versus Typically Developing Children
Author: Grimm, Ryan P.
Date: 2017-12-21
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Reading Comprehension,Language Skills,Comprehension,Predictor Variables,Correlation,Comparative Analysis,Reading Tests,Language Tests,Longitudinal Studies,Decoding (Reading),Diagnostic Tests,Observation,Student Characteristics,Mothers,Educational Attainment,Parent Background,Questionnaires,Screening Tests,Check Lists,Oral Reading,Statistical Analysis,Age Differences,Children,Adolescents,Intelligence Tests

Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. [At time of submission to ERIC this article was in press with &quot;Autism Research.&quot;]
Disentangling the Research Literature on &quot;Number Sense&quot;: Three Constructs, One Name
Author: Whitacre, Ian
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Number Concepts,Number Systems,Literature Reviews,Educational Research,Fundamental Concepts,Correlation,Social Sciences,Behavioral Sciences

We review research literature concerning &quot;number sense&quot; from several related fields. Whereas other authors have pointed to difficulty defining &quot;number sense&quot; or to some degree of inconsistency in the literature, we argue instead that this is a case of polysemy: There are 3 different constructs that go by the same name. In this article, we clarify the research literature concerning &quot;number sense&quot; by naming and defining these 3 constructs, identifying similarities and differences between them, and contrasting themes in each body of literature by drawing upon a sample of 124 research articles that focus on &quot;number sense.&quot; [For complete proceedings, see ED581294.]
Using Generalizability Theory to Examine the Dependability of Scores from the Learning Target Rating Scale
Author: McLaughlin, Tara W.
Date: 2017-10-00
Type: Journal Articles
Subjects: Generalizability Theory,Scores,Rating Scales,Evaluation Methods,Data Collection,Scoring,Learner Engagement,Early Childhood Education,Educational Objectives,Preschool Teachers,Skill Development,Measurement,Reliability

The Learning Target Rating Scale (LTRS) is a measure designed to evaluate the quality of teacher-developed learning targets for embedded instruction for early learning. In the present study, we examined the measurement dependability of LTRS scores by conducting a generalizability study (G-study). We used a partially nested, three-facet model to estimate the variance of LTRS scores due to teachers, children, learning targets, and raters. We used these variance components to conduct a decision study (D-study) to investigate how data collection and scoring design affected the dependability of scores and to help inform future use. Findings supported the dependability of LTRS scores when used with one rater and when at least six learning targets are obtained from teachers. We discuss potential refinements for the LTRS based on the G- and D-studies and implications for using it in practice. [This article was published in &quot;Topics in Early Childhood Special Education&quot; (EJ1157940).]
Factor Structure and Basic Psychometric Properties of the &quot;Transition Assessment&quot; and &quot;Goal Generator&quot;
Author: Hennessey, Maeghan N.
Date: 2017-00-00
Type: Reports - Research
Subjects: Factor Structure,Psychometrics,Disabilities,Special Education Teachers,Family Involvement,Factor Analysis,Transitional Programs,Planning,Goal Orientation,Test Construction,Likert Scales,Teacher Characteristics,High School Students,Student Characteristics,Statistical Analysis

The researchers examined the theoretical factor structure fit and psychometric properties of the Transition Assessment and Goal Generator (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor analysis (CFA), a simple eight-factor structure emerged. In 2 subsequent years, independent samples of students with disabilities (Study II, N = 257; Study III, N = 846), their special educators, and family members completed the TAGG, and the TAGG structure replicated in both years across all versions using CFAs. The results provide evidence of construct validity and reliability. Implications of the results and identify future research needs are identified and discussed. [At the time of submission to ERIC, this article was in press with &quot;Career Development and Transition for Exceptional Individuals.&quot;]
Predicting Postsecondary Education and Employment Outcomes Using Results from the Transition Assessment and Goal Generator
Author: Burnes, Jennifer J.
Date: 2017-00-00
Type: Reports - Research
Subjects: Correlation,Postsecondary Education,Educational Attainment,Employment Level,High School Graduates,High School Students,Predictor Variables,Interaction,Individualized Education Programs,Student Participation,Academic Support Services,Student Personnel Services,Goal Orientation,Grade Point Average,Predictive Validity,Transitional Programs,Disabilities,Teacher Surveys,Student Surveys,Regression (Statistics),Statistical Analysis

We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the &quot;Transition Assessment and Goal Generator&quot; (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs predicted postsecondary educational outcomes: (a) Interacting With Others, (b) Student Involvement in the Individualized Education Program (IEP), (c) Support Community, and (d) Goal Setting and Attainment. Four constructs predicted postsecondary employment outcomes: (a) Employment, (b) Student Involvement in the IEP, (c) Support Community, and (d) Interacting With Others. The addition of student grade point average (GPA) strengthened some of the models. The findings appear to add predictive validity evidence to support use of TAGG results to assist with transition planning. [At time of submission to ERIC, this article was in press with &quot;Career Development and Transition for Exceptional Individuals.&quot;]
The Efficacy of Conjoint Behavioral Consultation in the Home Setting: Outcomes and Mechanisms in Rural Communities
Author: Sheridan, Susan M.
Date: 2017-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Consultation Programs,Program Effectiveness,Family School Relationship,Parenting Skills,Parent Teacher Cooperation,Behavior Modification,Interpersonal Competence,Comparative Analysis,Student Behavior,Behavior Problems,Kindergarten,Grade 1,Grade 2,Grade 3,Rural Schools,Urban Schools,Interviews,Diaries,Child Behavior,Rating Scales,Questionnaires,Self Efficacy,Statistical Analysis

This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, noncompliance, and temper tantrums; and increases in parent-reported adaptive skills and social skills at a significantly greater pace than those in a control group. Other outcomes (e.g., parent reports of internalizing and externalizing behaviors) suggested a nonsignificant effect at post-test. CBC parents reported using more effective parenting strategies, gaining more competence in their problem-solving practices, and feeling more efficacious for helping their child succeed in school than parents in the control group. Parents participating in CBC also reported significant improvements in the parent-teacher relationship, and the parent-teacher relationship mediated the effect of CBC on children's adaptive skills. Implications for practice in rural communities, study limitations, and directions for future research are discussed. [This article was published in &quot;Journal of School Psychology&quot; v62 p81-101 2017.]
A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation in Rural Schools: Student Outcomes and the Mediating Role of the Teacher-Parent Relationship
Author: Sheridan, Susan M.
Date: 2017-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Parent Teacher Cooperation,Parents,Teachers,Behavior Problems,Rural Schools,Behavior Modification,Intervention,Interpersonal Competence,Elementary School Students,Prosocial Behavior,Student Improvement,Student Behavior,Replication (Evaluation),Experimental Groups,Control Groups,Child Behavior,Rating Scales,Classroom Observation Techniques,Interrater Reliability,Fidelity,Program Implementation,Behavior Change,Structured Interviews,Statistical Analysis

The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher-parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed. [This article was published in &quot;Journal of School Psychology,&quot; v61 p33-53 2017.]
Empirical Studies of Patterning
Author: Pasnak, Robert
Date: 2017-11-30
Type: Journal Articles
Subjects: Pattern Recognition,Mathematics Achievement,Reading Achievement,Abstract Reasoning,Literature Reviews,Longitudinal Studies,Young Children,Instructional Effectiveness,Cognitive Processes,Cognitive Development,Logical Thinking,Intelligence,Executive Function,Instruction,Preschool Education,Kindergarten,Elementary Education

Young children have been taught simple sequences of alternating shapes and colors, referred to as &quot;patterning&quot;, for the past half century in the hope that their understanding of pre-algebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children's academic achievement is scanty. However, recent research shows that instruction on more complex patterns produces advances in both mathematics and reading achievement. Patterning instruction should change accordingly. Further research is needed to assess the cognitive mechanisms involved, which children benefit from such instruction, and the patterns that will produce the greatest gains.
Early Writing Intervention: A Best Evidence Synthesis
Author: McMaster, Kristen
Date: 2017-05-12
Type: Reports - Research
Subjects: Early Intervention,Writing Instruction,Beginning Writing,Writing Difficulties,Writing Skills,Effect Size,Writing Evaluation,Educational Quality,Best Practices,Evidence Based Practice,Educational Indicators,Pretests Posttests,Intervention

The purpose of this best-evidence synthesis was to identify promising interventions that align with a theoretical model of early writing development, targeting three components of early writing: transcription, text generation, and self-regulation. We determined the extent to which these interventions are &quot;effective&quot; for children who struggle with early writing skills, by calculating effect sizes for group and single subject designs, and examined the overall &quot;quality&quot; of the research. Twenty-five studies met inclusion criteria. Among group design studies, mean effects ranged from g = 0.19 to 1.17 for measures of writing quantity and from g = 0.17 to 0.85 for measures of writing quality. Percentage of all non-overlapping data (PAND) for single subject designs ranged from 83%-100% for measures of writing quantity. Interventions with the strongest evidence of effects &quot;and&quot; highest methodological quality are described in detail. Recommendations for research and practice are provided. [This paper was published in the &quot;Journal of Learning Disabilities,&quot; Online First edition.]
Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade
Author: Wanzek, Jeanne
Date: 2017-00-00
Type: Reports - Research
Subjects: Reading Tests,Achievement Tests,Elementary School Students,Reading Fluency,Emergent Literacy,Grade 4,Supplementary Education,Remedial Reading,Intervention,Reading Difficulties,Reading Comprehension,Vocabulary,English,Language Proficiency,Comparative Analysis,Effect Size,Structural Equation Models,Pretests Posttests,Scores

Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We employed a partially nested analysis with latent variables to adequately match the design of the study and provide the necessary precision of intervention effects. We examined the effects of the intervention on students' latent word reading, latent vocabulary, and latent reading comprehension. In addition, we examined whether these effects differed for students of varying levels of reading or English language proficiency. Findings indicated the treatment significantly outperformed the comparison on reading comprehension (ES = 0.38), but no overall group differences were noted on word reading or vocabulary. Students' initial word reading scores moderated this effect. Reading comprehension effects were similar for English learner and non-English learner students. [This article was published in &quot;Journal of Educational Psychology&quot; (EJ1160638).]
Feeling Closer to the Future Self and Doing Better: Temporal Psychological Mechanisms Underlying Academic Performance
Author: Adelman, Robert Mark
Date: 2017-06-00
Type: Journal Articles
Subjects: Cultural Influences,Undergraduate Students,Psychological Patterns,Academic Achievement,Student Records,Predictor Variables,Correlation,Attention,Self Control,First Generation College Students,Decision Making,Online Surveys,Student Surveys,Context Effect,Responses,Statistical Analysis,Longitudinal Studies

This research examined the function of future self-continuity and its potential downstream consequences for academic performance through relations with other temporal psychological factors and self-control. We also addressed the influence of cultural factors by testing whether these relations differed by college generation status. Undergraduate students enrolled at a large public university participated in two studies (Study 1: N = 119, M[subscript age] = 20.55, 56.4% women; Study 2: N = 403, M[subscript age] = 19.83, 58.3% women) in which they completed measures of temporal psychological factors and psychological resources. In Study 2, we also obtained academic records to link responses to academic performance. Future self-continuity predicted subsequent academic performance and was related positively to future focus, negatively to present focus, and positively to self-control. Additionally, the relation between future focus and self-control was stronger for continuing-generation college students than first-generation college students. Future self-continuity plays a pivotal role in academic contexts. Findings suggest that it may have positive downstream consequences on academic achievement by directing attention away from the present and toward the future, which promotes self-control. Further, the strategy of focusing on the future may be effective in promoting self-control only for certain cultural groups.
Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings
Author: Strain, Phillip S.
Date: 2017-08-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Rating Scales,Behavior Rating Scales,Adjustment (to Environment),Interpersonal Competence,Followup Studies,Preschool Children,Parents,Early Intervention,Randomized Controlled Trials,Student Placement,Outcomes of Education,Program Effectiveness,Communication Skills,Thinking Skills,Cognitive Development,Quality of Life,Elementary School Students,Kindergarten,Preschool Education,Achievement Tests,Language Tests,Special Education,Check Lists,Disability Identification,Delayed Speech,Parent Surveys,Expressive Language,Language Acquisition,Screening Tests,Toddlers,Vocabulary Development

This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific to communication, adaptive behavior, social, academic, and cognitive skills. Statistically significant group differences were noted in cognitive development and social skills. However, when placement was treated as an independent variable, very large effects were seen across all outcome measures, including autism symptoms, for children who were enrolled in inclusive settings. Data from adult family members confirmed important changes in perceived quality of life. [This paper was published in &quot;Topics in Early Childhood Special Education&quot; (EJ1148719).]
Detecting Fraudulent Erasures at an Aggregate Level
Author: Sinharay, Sandip
Date: 2017-00-00
Type: Reports - Research
Subjects: Deception,Identification,Testing Problems,Cheating,Evaluation Methods,Student Evaluation,Error Patterns,Statistical Distributions,Simulation,Computation

Wollack, Cohen, and Eckerly (2015) suggested the &quot;erasure detection index&quot; (EDI) to detect fraudulent erasures for individual examinees. Wollack and Eckerly (2017) extended the EDI to detect fraudulent erasures at the group level. The EDI at the group level was found to be slightly conservative. This paper suggests two modifications of the EDI for the group level. The asymptotic null distribution of the two modified indices is proved to be the standard normal distribution. In a simulation study, the modified indices are shown to have Type I error rates close to the nominal level and larger power than the index of Wollack and Eckerly (2017). A real data example is also included. [This paper represents the OnlineFirst version published in the &quot;Journal of Educational and Behavioral Statistics,&quot; 2017.]