Literacy components model for at‐risk young adults enrolled in career and technical education

Little is known about literacy skills of an important adult population: educationally and economically disadvantaged young adults. This exploratory study used principal components analysis of 33 measures of reading subskills, spelling, maths, memory and other cognitive processes among 335 at‐risk 16‐ to 24‐year‐olds enrolled in a career and technical education programme. The analysis yielded a five‐component model explaining 69% of the variance in the data. Most of this variance was attributed to two components: element and word skills (including spelling) and language comprehension (including vocabulary). Using these components, models predicting two performance criterion measures yielded different results. A model using all five components predicted 51% of functional reading measured by the Comprehensive Adult Student Assessment System. A three‐component model with element and word skills, language comprehension and processing speed predicted 55% of variance in reading comprehension measured by the Test of Adult Basic Education. Implications of these findings for further research are discussed.     

A school‐based violence prevention model for at‐risk eighth grade youth

This study examined the effectiveness of a school and community‐based violence prevention program for at‐risk eighth‐grade students in three public schools in Florida. School officials matched intervention students with community‐based mentors in an employment setting to allow targeted youth to explore careers and receive one‐on‐one intervention from an adult mentor. Intervention students were compared to a control group of students not receiving mentorship services. This study used MANOVA and t‐test analyses to examine six outcomes measured: (1) unexcused absences; (2) number of in‐school suspensions; (3) number of days of in‐school suspensions; (4) number of out‐of‐school suspensions; (5) number of days of out‐of‐school suspensions; and (6) total number of infractions committed on school property. The findings suggested that mentored students, as compared to control group students, had significant reductions in total number and days of suspensions, days of sanction, and infractions committed on school property. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 403–416, 2003.     

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.     

Control is the key: Unlocking the motivation of at‐risk students

Traditional instructional environments for at‐risk (i.e., unmotivated) students are teacher controlled and provide low‐level, routine tasks. This, however, contradicts current theory and research regarding environments that enhance motivation to learn. To effectively assist motivationally disadvantaged students, instructional environments must support autonomy and challenge. Six “at‐risk” students in an alternative education program completed motivation surveys after engaging in various learning activities. Overall, the participants completed 54 surveys. Using multiple regression, involvement, boredom, confusion, competence, and desire to be doing something else were regressed on perceived challenge and perceived control. The results indicated that control and challenge were significant predictors of the motivation variables. The findings are discussed in terms of awakening to the powerful influence of instructional tasks on student motivation and desire to engage in learning activities. Limitations of the present study provide insights into future endeavors. © 1999 John Wiley & Sons, Inc.     

Identifying at‐risk preschoolers: The discriminant validity of the differential ability scales

The discriminant validity of the Upper Preschool Level of the Differential Ability Scales (DAS) was studied using 32 at‐risk preschoolers (females = 14, males = 18) with a mean age of 57.28 months (SD = 4.43) and 30 normal preschoolers (females = 13, males = 17) with a mean age of 56.40 months (SD = 6.46). The results indicated that the DAS was an excellent measure to use when trying to differentiate between at‐risk and normal preschoolers. The DAS could reliably identify, better than chance, whether a child was at‐risk or normal. Specifically, the General Conceptual Ability score was found to be approximately 77% accurate in correctly classifying at‐risk from normal preschoolers. In addition, the use of the DAS in an abbreviated format by selecting specific core and/or diagnostic subtests during the preschool screening process was strongly supported. © 1999 John Wiley & Sons, Inc.     

Evidence for a simplicity principle: teaching common complex grapheme‐to‐phonemes improves reading and motivation in at‐risk readers

This study examines the effects of teaching common complex grapheme‐to‐phoneme correspondences (GPCs) on reading and reading motivation for at‐risk readers using a randomised control trial design with taught intervention and control conditions. One reading programme taught children complex GPCs ordered by their frequency of occurrence in children's texts (a ‘simplicity principle’). The other reading programme taught children word usage. Thirty‐eight students participated in the 9‐week programme of 30 supplemental small group sessions. Participants in the complex GPC group performed significantly better at post‐tests with generally large value‐added effect sizes (Cohen's d) at both by‐participant and by‐item for spelling, d = 1.85, d = 1.16; word recognition with words containing taught GPCs, d = 0.96, d = 0.95; word recognition, d = 0.79, d = 0.61, and reading motivation, d = 0.34, d = 0.56. These findings suggest that the simplicity principle aids in structuring maximally effective supplemental phonic interventions.     

The efficacy of computer‐based supplementary phonics programs for advancing reading skills in at‐risk elementary students

In this study we examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system. The programs provide systematic exercises for mastering word‐attack strategies. Our findings indicate that first graders who participated in the programs made significant reading gains over the school year. Their post‐test scores were slightly (but not significantly) greater than the post‐test scores of control children who received regular reading instruction without the programs. When analyses were restricted to low‐performing children eligible for Title I services, significantly higher post‐test scores were obtained by the treatment group compared to the control group. At post‐test Title I children in the treatment group performed at levels similar to non‐Title I students.     

The Revised SEND Code of Practice 0–25: effective practice in engaging children and young people in decision‐making about interventions for social,emotional and mental health needs

A key principle upon which the Revised Special Educational Needs and Disability (SEND) Code of Practice 0–25 (2015) is based is children's involvement in decision‐making that affects them, and a significant change is the removal of the term ‘behaviour’ and an emphasis on social, emotional and mental health (SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence‐informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made.     

Addressing escape‐maintained behavior for students with developmental disabilities: A systematic review of school‐based interventions

Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students’ behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escape‐maintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify school‐based intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed.     

Designing patient‐focused information: An opportunity for communicating anatomically related information

Literature clearly demonstrates that there has been a large increase in the time devoted to teaching oral communication skills within medical curricula worldwide. In contrast, the ability to communicate with patients through written means does not appear to be a feature in many programmes, despite its fundamental importance in creating understanding of medicine within the general population. This article investigates one way patient‐centered written communication has been integrated into part of the early training years of medical students using anatomically related material as a focus. Following a series of interactive seminars and debates as part of a student‐selected component, students were asked to prepare a patient‐focused information leaflet on a particular birth defect. The leaflets included aspects of anatomy and embryology as well as causes of the birth defect, signs and symptoms, treatments, outlook, and support mechanisms. Evaluation of the leaflets using set marking criteria and readability indexes showed that students had successfully targeted the chosen audiences. Feedback showed that the component was rated highly by the students in terms of quality, usefulness, and interest. Students viewed sessions as an excellent forum for appreciating the importance of and developing their own effective written communication skills. It is hoped that such developments will enhance the capacity of all potential doctors to communicate more effectively with patients and colleagues in both the written and spoken form. Anat Sci Ed 1:41–45, 2008. © 2007 American Association of Anatomists.     

A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder

School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice.     

Identifying effective interventions for promoting parent engagement and family reunification for children in out-of-home care: A series of meta-analyses

BackgroundAn important obstacle for family reunification following child placement in residential care and other temporary out-of-home care services is the lack of engagement among parents.ObjectiveThe aim of this meta-analysis is to identify the most effective interventions to promote parental engagement and family reunification.Method and participantsEight studies, for a total of 2996 families, were used to conduct two series of meta-analyses. Each study examined the effectiveness of a goal-oriented parental engagement intervention, relative to a control group made up of parents who received standard services. Six moderators were analyzed: type of clinical modality, number of clinical strategies, sources of motivation for intervention, focus on the child care staff-parent relationship, child care staff training, and strategies to promote access to intervention.ResultsResults indicate that parents exposed to goal-oriented engagement interventions showed greater engagement (effect size d = 0.71, CI: 0.35–1.07, p < 0.001) and likelihood of reunification (effect size OR = 2.49, CI: 1.22–5.10, p < 0.05) than parents who received standard services. In particular, moderator analysis showed that parents who specifically participated in a family-focused intervention showed the highest engagement in comparison to parents involved in other types of interventions or who received standard services (effect size d = 1.08, CI: 0.58–1.59, p < 0.001). No moderators significantly explained heterogeneity of studies on family reunification.ConclusionOverall, the results underline the effectiveness of family-focused interventions to promote parental engagement. Nevertheless, greater knowledge on the mechanisms by which interventions can increase parents’ engagement and family reunification is still needed.     

Systematic review of educational interventions for looked‐after children and young people: Recommendations for intervention development and evaluation

Looked‐after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged ≤18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills; academic achievement and grade completion; special education status; homework completion; school attendance, suspension, and drop‐out; number of school placements; teacher‐student relationships; school behaviour; and academic attitudes. Fifteen studies reporting on 12 interventions met the inclusion criteria. Nine interventions demonstrated tentative impacts. However, evidence of effectiveness could not be ascertained due to variable methodological quality, as appraised by the Cochrane risk of bias tool. Theoretical and methodological recommendations are provided to enhance the development and evaluation of educational interventions.     

A forest‐based environment as a site of literacy and meaning making for kindergarten children

This study analyses the valued school experiences of 15 five‐ and six‐year‐old Canadian children, through their creation of multimodal texts. Throughout the school year, the students spent a large portion of each school day in the expansive forest on the school grounds, and their texts revealed their significant interest in this natural outdoor environment. Specifically, the data revealed that the outdoor space provided a context where the children could engage with each other and the environment in meaningful, creative and collaborative ways. This research has the potential to contribute to our understanding of the capacity of young children to share their thoughts on their school experiences by drawing on a range of modes and to contribute to our understanding of the power of alternative learning spaces, such as forest environments, on children's literacy learning and development.     

A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis

Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc.     

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making

Children managing chronic health conditions face many obstacles which can impede their learning during periods of hospitalisation. In one particular hospital, a team of educators deemed it necessary to take a personalised learning approach in order to maintain students’ educational progress, namely making use of individual learning plans (ILPs). This team adopted an evidence‐informed practice (EIP) approach to the issue in order to persuade administrators of the need for change. The successful implementation of the EIP approach led to the inclusion of the ILP form in patients’ medical records, which is thought to be a first for Australia. Although EIP is regarded highly by practitioners and policy makers, there can be difficulties when implementing this approach. This study aims to identify the enabling features that permit EIP to be successfully implemented and to examine the ways in which EIP can lead to improved practice.     

Making stories mean; making meaning from stories: The value of literature for children

is the author of numerous books and articles on the study and teaching of Children's Literature, including the forthcomingRepresenting Native Peoples in Children's Literature (Oryx Press).