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81.
Billie Jo Rodriguez Amy Campbell Sarah Fairbanks Falcon Christopher Borgmeier 《Journal of educational and psychological consultation》2015,25(2-3):224-251
This article reviews Check-In, Check-Out (CICO; Hawken & Horner, 2003) as an intervention within a multitiered system of support. Although literature has emerged demonstrating successful intervention outcomes for a wide range of students (e.g., Campbell & Anderson, 2011; Hawken & Horner, 2003), insufficient attention has focused on the administrative and organizational systems needed for high-fidelity, sustained adoption of these practices to maximize student outcomes. We address this need by demonstrating how to explicitly and systematically embed CICO into the multitiered system of supports by reviewing data, systems, and practices needed to sustain high-quality Tier 2 interventions such as CICO. One school district's systems implementation data and student outcome data are shared highlighting lessons learned during training, initial implementation, and follow-up related to CICO systems in schools. The article emphasizes the roles of school psychologists as well as the importance of collaboration with other educators in CICO implementation. 相似文献
82.
Rhiannon M. Fante Barbara R. Bucklin Lori Diener‐Ludwig Daniel B. Sundberg Alyce M. Dickinson 《Performance Improvement Quarterly》2016,29(3):287-305
The purpose of this study was to compare the effects of a traditional training program with a fluency‐building training program on the acquisition of automotive product knowledge in a lab setting. The effects were assessed by how accurately and quickly participants responded on a product‐knowledge test. Results indicated that participants who completed the fluency training responded faster and more accurately than control groups immediately after the study. However, the difference between the fluency group and the group that received study objectives disappeared when retention was assessed several weeks after training. The difference remained between these groups and a group that did not receive study objectives. The results were used to modify globally delivered training. This study extended previous studies by examining the effects of training designed to teach product knowledge to sales representatives in automotive dealerships and illustrates the benefits of collaboration between academic researchers and professional trainers. 相似文献
83.
Sexuality education forms part of the national school curricula of most sub-Saharan African countries, yet risk-related sexual behaviour among young people continues to fuel the HIV pandemic in this part of the world. One of the arguments put forward to explain why sexuality education seems to have had little impact on sexual risk-taking is that existing curricula have neglected to take into account the complexity of the social, cultural and gender norms that influence the behaviour of school-going young people in sub-Saharan Africa. Over the past few years, the Department of Basic Education in South Africa has recognised the need to provide guidance to teachers on the content, pedagogical processes and messages that are relevant to their specific context. This paper critically reflects on findings from a literature-based study conducted to identify the cognitive and social factors influencing the behaviour of school-going young people in South Africa and the risk and protective factors that might be particular to their circumstances. The findings provide helpful guidelines about the development, content and implementation of sexuality education curricula more likely to be relevant in contexts of serious poverty and disadvantage. Although based on the South African literature, the findings may also offer useful lessons for curriculum designers in other developing countries. 相似文献
84.
Lori A. Rolleri Regina Firpo-Triplett Catherine A. Lesesne Claire Moore Kimberly D. Leeks 《American journal of sexuality education》2014,9(2):135-154
Evidence-based interventions (EBIs) are effective in preventing adolescent pregnancy and sexually transmitted infections; however, prevention practitioners are challenged when selecting and adapting the most appropriate programs. While there are existing adaptation frameworks, there is little practical guidance in applying research in the field. To address this need, the Centers for Disease Control and Prevention (CDC) Division of Reproductive Health initiated the Adaptation Guidance Project. The project included the development of a comprehensive adaptation guidance framework and adaptation kits for select evidence-based teen pregnancy and HIV prevention programs. In addition, three innovative concepts emerged that have application to other adaptation program and evaluation efforts, including moving research into practice. First, the authors defined the core components of an EBI in three distinct ways: core content, core pedagogy, and core implementation. Second, they piloted a practitioner-friendly adaptation guidance-messaging schema—Green, Yellow, and Red Light Adaptations, and last they included fidelity/adaptation monitoring logs. This article will describe the process used to develop the adaptation guidance kits, including the main features and tools. 相似文献
85.
86.
The aim of this study was to improve 7th- and 8th-grade students' (N = 83) compare–contrast reports when writing from sources. An instructional unit was designed and implemented for this purpose. It focused on increasing students' knowledge of compare–contrast text structure and on having students memorize and use a table to plan the structure of their reports. There was a large effect size of instruction, such that students in the instruction group made far greater gains in the holistic and structural quality of their writing (from pretest to posttest) than students in the control group. 相似文献
87.
Schraw Gregory Potenza Maria T. Nebelsick-Gullet Lori 《Contemporary educational psychology》1993,18(4)
We examined the effect of experimenter-controlled incentives and feedback on the calibration of performance. Subjects answered 36 reading comprehension and 8 mathematical multiple-choice questions and rated the accuracy of their responses. Perfect calibration was possible only when true and estimated test performance were approximately equal. Incentives for improved performance (i.e., doubling the credit people received for correct answers) adversely affected performance and calibration compared to the same incentives for improved calibration (i.e., doubling credit for minimizing the error between true and estimated performance). Feedback had no effect on performance or accuracy nor did it interact with the incentive variable. An examination of coefficient α suggested a strong response bias by individuals when calibrating their performance; individuals tended to rate their performance accuracy consistently regardless of item difficulty or whether they answered the item correctly. Educational implications were discussed. 相似文献
88.
This study was designed to examine differences and similarities in the writing of 15 language-impaired, 17 dyslexic and 15
typically developing control subjects matched on chronological age. Subjects ranging in age from 11 to 21 years were required
to produce a written language sample using an expository text-retell procedure. The writing of these groups was compared on
eight variables across discourse, T-unit, sentence, and word levels. Control subjects performed better than language-impaired
and dyslexic subjects on all writing variables. Dyslexic subjects showed better performance than the language-impaired subjects
on several variables including, (a) number of T-units, (b) number of ideas, (c) total number of words, and (4) number of different
words while showing comparable performance on percentage of spelling and production of grammatically correct sentences. These
findings support Bishop and Snowling’s [Psychol. Bull. 130 (2004) 858] position that the differences between these two clinical populations exist in the non-phonological dimensions
of language. 相似文献
89.
Lonnie Zwaigenbaum Susan E. Bryson Jessica Brian Isabel M. Smith Lori Sacrey Vickie Armstrong Wendy Roberts Peter Szatmari Nancy Garon Tracy Vaillancourt Caroline Roncadin 《Child development》2021,92(3):1187-1198
The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months. 相似文献
90.
This study examined four questions: (1) How does family structure (specifically, single parenthood, married parent, and cohabitating parent) affect children's delinquency and math test scores? (2) Do these effects differ by race? (3) Do parenting practices mediate the links between family structure and children's outcomes? and (4) Does this mediation differ by race? Unlike some previous work in this area, the present study distinguished between the effects of single parenthood and cohabitation. Using fixed-effects techniques to control for unobserved heterogeneity between children in the various family structures, single parenthood was found to be associated with reduced well-being among European American children, but not African American children. Cohabitation was associated with greater delinquency among African American children, and lower math scores among European American children. No evidence was found to indicate that parenting mediated the links between family structure and children's outcomes. Finally, it was found that for African American children, measures of maternal warmth and the provision of rules had direct effects on children's delinquency. 相似文献