ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Literacy: Annotated Bibliography
Author: Clark, Kelly
Date: 2016-00-00
Type: Reference Materials - Bibliographies
Subjects: Money Management,Knowledge Level,Consumer Education,High School Graduates,Students with Disabilities,Independent Living,Transitional Programs,Annotated Bibliographies

When students graduate from high school they often experience independence that includes (a) moving out on their own, (b) forming new relationships, and (c) supporting themselves financially. However, according to data from the National Longitudinal Transition Survey--2, only 38% of youth with disabilities have lived independently outside the family home within 3 to 5 years of exiting high school. One key aspect of independence is having finance skills. This is an area that youth with disabilities are struggling with. Without the ability to control their finances, these individuals may lack the autonomy to make key decisions about their lives. Financial literacy skills are essential to independent living including paying bills, grocery shopping, managing a budget, and participating in leisure activities. The purpose of this annotated bibliography is to provide resources for individuals, educators, families, and other related personnel in the area of financial literacy.
Differential Reinforcement (DR). EBP Brief Packet
Author: Savage, M. N.
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Reinforcement,Behavior Modification,Early Intervention,Preschool Education,Elementary Secondary Education,Autism,Pervasive Developmental Disorders,Program Development,Planning,Program Implementation,Behavior Problems,Progress Monitoring,Functional Behavioral Assessment,Data Collection,Check Lists,Social Development,Communication Skills,Attention,Play,Academic Ability

This evidence-based practice overview on Differential Reinforcement (DR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The &quot;DR Evidence-base&quot; details the NPDC criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the &quot;DR Step-by-Step Practice Guide&quot; as an outline for how to plan for, use, and monitor DR. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the &quot;DR Implementation Checklist&quot; to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made for a learner with ASD; (6) Tip Sheet for Professionals: Use the &quot;DR Tip Sheet for Professionals&quot; as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the &quot;DR Parent Guide&quot; to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the &quot;Additional Resources&quot; to learn more about the practice; (9) Council for Exceptional Children (CEC) Standards: A list of &quot;CEC Standards&quot; that apply specifically to DR; and (10) Module References: A list of numerical &quot;References&quot; utilized for the DR module. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Extinction (EXT). EBP Brief Packet
Author: Morin, K. L.
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Evidence Based Practice,Behavior Modification,Learning Processes,Behavior Problems,Preschool Education,Elementary Secondary Education,Planning,Program Development,Functional Behavioral Assessment,Reinforcement,Program Implementation,Intervention,Prompting,Progress Monitoring,Data Collection,Early Intervention,Check Lists,Communication Skills,Readiness

This evidence-based practice overview on Extinction (EXT) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The &quot;EXT Evidence-base&quot; details the NPDC criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the &quot;EXT Step-by-Step Practice Guide&quot; as an outline for how to plan for, use, and monitor EXT. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the &quot;EXT Implementation Checklist&quot; to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made for a learner with ASD; (6) Tip Sheet for Professionals: Use the &quot;EXT Tip Sheet for Professionals&quot; as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the &quot;EXT Parent Guide&quot; to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the &quot;Additional Resources&quot; to learn more about the practice; (9) Council for Exceptional Children (CEC) Standards: A list of &quot;CEC Standards&quot; that apply specifically to EXT; and (10) Module References: A list of numerical &quot;References&quot; utilized for the EXT module. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Parent Implemented Intervention (PII). EBP Brief Packet
Author: Amsbary, J.
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Intervention,Autism,Pervasive Developmental Disorders,Parent Role,Behavior Modification,Behavior Problems,Data Collection,Family Environment,Early Intervention,Preschool Education,Planning,Program Development,Program Implementation,Progress Monitoring,Check Lists,Elementary Education,Social Development,Communication Skills,Attention,School Readiness,Play,Academic Ability

This evidence-based practice overview on Parent Implemented Intervention (PII) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The &quot;PII Evidence-base&quot; details the National Professional Development Center on Autism Spectrum Disorders (NPDC) criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the &quot;PII Step-by-Step Practice Guide&quot; as an outline for how to plan for, use, and monitor NI. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the &quot;PII Implementation Checklist&quot; to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made for a learner with Autism Spectrum Disorders (ASD); (6) Tip Sheet for Professionals: Use the &quot;PII Tip Sheet for Professionals&quot; as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the &quot;PII Parent Guide&quot; to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the &quot;Additional Resources&quot; to learn more about the practice; (9) Council for Exceptional Children (CEC) Standards: A list of &quot;CEC Standards&quot; that apply specifically to PII; and (10) Module References: A list of numerical &quot;References&quot; utilized for the PII module. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Structured Play Groups (SPG). EBP Brief Packet
Author: Sam, A.
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Autism,Pervasive Developmental Disorders,Intervention,Play,Group Activities,Program Development,Planning,Program Implementation,Progress Monitoring,Data Collection,Check Lists,Behavior Problems,Behavior Modification,Parent Role,Elementary Education,Social Development,Communication Skills,School Readiness,Academic Ability

This evidence-based practice overview on Structured Play Groups (SPG) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The &quot;SPG Evidence-base&quot; details the National Professional Development Center on Autism Spectrum Disorders (NPDC) criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the &quot;SPG Step-by-Step Practice Guide&quot; as an outline for how to plan for, use, and monitor SPG. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the &quot;SPG Implementation Checklist&quot; to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made for a learner with Autism Spectrum Disorder (ASD); (6) Tip Sheet for Professionals: Use the &quot;SPG Tip Sheet for Professionals&quot; as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the SPG Parent Guide to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the &quot;Additional Resources&quot; to learn more about the practice; (9) Council for Exceptional Children (CEC) Standards: A list of &quot;CEC Standards&quot; that apply specifically to SPG; and (10) Module References: A list of numerical &quot;References&quot; utilized for the SPG module. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Peer Mediated Supports: Annotated Bibliography
Author: Terrell, Misty
Date: 2016-04-00
Type: Reference Materials - Bibliographies
Subjects: Peer Relationship,Students with Disabilities,Helping Relationship,Social Support Groups,Peer Teaching,Intervention,Transitional Programs,Annotated Bibliographies

Peer mediated supports involve typical peers without disabilities providing assistance to classmates with disabilities. As an intervention peer mediated supports can serve as an alternative to the use of one-on-one paraprofessionals. Peer mediated supports have been identified as a research based practice for promoting academic learning and social relationships in adolescents with developmental disabilities (Carter &amp; Kennedy, 2006). Academic and social skills have been identified as predictors of positive post-school outcomes. Peer mediated supports are a potential intervention that can be used to improve these skills in students with disabilities. The purpose of this annotated bibliography is to provide educators with sources that define peer mediated supports and offer suggestions for how to implement peer mediated supports as an intervention for students with disabilities.
Response Interruption/Redirection (RIR). EBP Brief Packet
Author: Tomaszewski, B.
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Intervention,Autism,Pervasive Developmental Disorders,Parent Role,Behavior Modification,Behavior Problems,Data Collection,Family Environment,Preschool Education,Elementary Secondary Education,Planning,Program Development,Program Implementation,Progress Monitoring,Check Lists,Social Development,Communication Skills,School Readiness,Play

This evidence-based practice overview on Response Interruption/Redirection (RIR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The &quot;RIR Evidence-base&quot; details the NPDC criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the &quot;RIR Step-by-Step Practice Guide&quot; as an outline for how to plan for, use, and monitor RIR. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the &quot;RIR Implementation Checklist&quot; to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made for a learner with ASD; (6) Tip Sheet for Professionals: Use the &quot;RIR Tip Sheet for Professionals&quot; as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the &quot;RIR Parent Guide&quot; to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the &quot;Additional Resources&quot; to learn more about the practice; (9) Council for Exceptional Children (CEC) Standards: A list of &quot;CEC Standards&quot; that apply specifically to RIR; and (10) Module References: A list of numerical &quot;References&quot; utilized for the RIR module. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Video Modeling (VM). EBP Brief Packet
Author: Cox, A.
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Intervention,Autism,Pervasive Developmental Disorders,Parent Role,Behavior Modification,Behavior Problems,Data Collection,Early Intervention,Preschool Education,Elementary Secondary Education,Planning,Program Development,Program Implementation,Progress Monitoring,Check Lists,Modeling (Psychology),Video Technology,Social Development,Communication Skills,Attention,School Readiness,Play,Cognitive Development,Psychomotor Skills,Vocational Education,Academic Ability

This evidence-based practice overview on Video Modeling (VM) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The &quot;VM Evidence-base&quot; details the NPDC criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the &quot;VM Step-by-Step Practice Guide&quot; as an outline for how to plan for, use, and monitor VM. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the &quot;VM Implementation Checklist&quot; to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made for a learner with ASD; (6) Tip Sheet for Professionals: Use the &quot;VM Tip Sheet for Professionals&quot; as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the &quot;VM Parent Guide&quot; to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the &quot;Additional Resources&quot; to learn more about the practice; (9) Council for Exceptional Children (CEC) Standards: A list of &quot;CEC Standards&quot; that apply specifically to VM; and (10) Module References: A list of numerical &quot;References&quot; utilized for the VM module. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Efficacy Study of the Science Notebook in a Universal Design for Learning Environment: Preliminary Findings
Author: Yu, Jennifer W.
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Science,Elementary School Students,Grade 4,Science Education,Student Journals,Science Achievement,Access to Education,Learning Motivation,Students with Disabilities,Learning Disabilities,Achievement Tests,Outcomes of Education,Instructional Effectiveness

The Science Notebook in a Universal Design for Learning Environment (SNUDLE) is a digital notebook that uses the Universal Design for Learning framework to support active science learning among elementary school students, particularly those who struggle with reading and writing or are unmotivated to learn science. Preliminary findings from the first of a two-year randomized control trial suggest no significant impact on motivation or academic achievement in science among the full sample of fourth graders receiving the SNUDLE intervention. Moderator analysis indicates significant positive interaction effects of the intervention on motivation in science and science content assessments among students with learning disabilities.
Predicting Multi-Document Comprehension: Cohesion Network Analysis
Author: Nicula, Bogdan
Date: 2019-06-21
Type: Speeches/Meeting Papers
Subjects: Prediction,Reading Comprehension,Network Analysis,Information Sources,Semantics,Undergraduate Students,Reading Tests,Scores

Theories of discourse argue that comprehension depends on the coherence of the learner's mental representation. Our aim is to create a reliable automated representation to estimate readers' level of comprehension based on different productions, namely self-explanations and answers to open-ended questions. Previous work relied on Cohesion Network Analysis to model a cohesion graph composed of semantic links between multiple reference texts and student productions. From this graph, a set of features was derived and used to build machine learning models to predict student comprehension scores. In this paper, we build on top of the previous study by: a) extending the CNA graph by adding new semantic links targeting specific sentences that should have been captured within the learner's productions, and b) cleaning the self-explanations by eliminating frozen expression, as well as entries which seemed nearly identical to the source text. The results are in line with the conclusions of the previous study regarding the importance of both self-explanations and question answers in predicting the students' reading comprehension level. They also outline the limitations of our feature generation approach, in which no substantial improvements were detected, despite adding more fine-grained features. [This paper was published in: Isotani, S., Millán, E.,Ogan, A., Hastings, P., McLaren, B. &amp; Luckin, R. (Eds.), &quot;Proceedings of the 20th International Conference of Artificial Intelligence in Education (AIED) in Chicago, IL&quot; (pp. 358-369). Cham, Switzerland: Springer.]
Data-Based Decision Making: Annotated Bibliography
Author: Stevenson, Bradley
Date: 2016-00-00
Type: Reference Materials - Bibliographies
Subjects: Data Analysis,Data Use,Decision Making,Educational Improvement,Secondary Education,Educational Assessment,Intervention,Student Evaluation,Transitional Programs,Annotated Bibliographies

Data-based decision making refers to collecting, analyzing, and reporting data to drive school improvement. This can apply to any level of the school from individual students to the entire system. When applied to the field of secondary transition, it refers to using data to drive decisions to improve the in-school and post-school success of secondary students, as well as the systems that support those students. The purpose of this annotated bibliography is to provide a reference and brief synopsis of articles published on the topic of data-based decision making. The articles are divided into three categories based on the focus of the article. The first category, systems level, includes articles that focus on data-based decision making for an educational system (e.g., school, district). The second category, student level, focuses on data-based decision making for students. The third category, National Technical Assistance Center on Transition (NTACT), describes the resources that can be found on the NTACT website (http://transitionta.org/dataanalysis).
The Renewed Call for Little Black Children to Matter More in the Discourse on Race and Culturally-Connected Science Teaching
Author: Pinder, Patrice Juliet
Date: 2020-06-21
Type: Reports - Evaluative
Subjects: African American Children,African American Students,Elementary Secondary Education,Equal Education,Social Justice,Disproportionate Representation,Racial Bias,Culturally Relevant Education,African American History,Educational History,Teaching Methods,Science Instruction

This essay was written during this time of: rising coronavirus cases, particularly among Blacks and other minorities, increased racial tension, and the call for justice and fairness in all systems within the United States of America. As a highly concerned educator, I am here renewing the call for more equality and the addressing of the needs of Black people, specifically focusing my attention on little Black boys and girls (our children/our students) within the American k-12 educational system.
Health Issues in Transition: Annotated Bibliography. Updated
Author: Stevenson, Bradley
Date: 2015-00-00
Type: Reference Materials - Bibliographies
Subjects: Special Health Problems,Chronic Illness,Pediatrics,Developmentally Appropriate Practices,Transitional Programs,At Risk Students,Special Needs Students,Young Adults,Annotated Bibliographies

Health issues in transition focuses on issues related to individuals with special health care needs as they transition from pediatric to adult services. The Maternal and Child Health Bureau defines youth with special health care needs as &quot;those who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who also require health and related services of a type or amount beyond that required by children generally&quot; (McPherson et al., 1998, p. 138). When individuals with these types of conditions reach the age of majority they must transition to the adult health care system. As such, the goal of healthcare transition is provide high-quality, developmentally appropriate, and uninterrupted services as the individual transitions to adulthood in order to maximize the individual's potential and lifelong functioning (American Academy of Pediatrics, American Academy of Family Physicians, American College of Physicians-American Society of Internal Medicine, 2002). Over the past two decades, quite a bit has been published on the topic of health issues in transition. This annotated bibliography provides a reference and a brief synopsis of articles published on this topic. The articles are divided into three categories: discussion, research, and transition planning materials. Discussion articles consist of articles that describe a relevant issue or position. Research articles consist of studies that were published on the topic including (e.g., experimental, qualitative, correlational, reviews). Last, transition planning materials include articles that describe or present specific resources to facilitate transition for students with special health care needs. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2009 by James White and Debbie Gilmer. It was updated for the National Technical Assistance Center on Transition (NTACT) in 2015 by Bradley Stevenson.]