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Full-Text Articles in Education
The Effects Of A Drama-Based Language Intervention On The Development Of Theory Of Mind And Executive Function In Urban Kindergarten Children, Heather Smith
Counseling and Psychological Services Dissertations
Because theory of mind (ToM; Samson, 2009) and executive function (EF; Meltzer, 2010) are important skill domains for children’s academic and social success in school, researchers have focused on evaluating the impact of interventions designed to enhance the development of these skills (e.g., Peskin & Astington, 2004; Dowsett & Livesey, 2000). Using an experimental design, the current study evaluated the effectiveness of the Georgia Wolftrap (GWT) program, a drama-based language intervention, at improving ToM and EF in a sample of kindergarten students from low socioeconomic (SES) backgrounds. Researchers (Cole & Mitchell, 1998; Noble, Norman, & Farah, 2005) have indicated that low SES is associated with underdeveloped ToM and EF. Thirteen lessons designed to enhance children’s understanding and use of symbols by exploring literature through imaginative role-play were implemented in place of the regular language arts curriculum. This intervention was hypothesized to engender growth in ToM ...
Using Function-Based Choice-Making Interventions To Increase Task Completion And Accuracy And To Reduce Problem Behaviors For Students With E/Bd, Michelle L. Ramsey
Communication Sciences and Disorders Dissertations
Two choice-making interventions (task sequence and where) were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for ten sixth through eighth grade students with E/BD in a residential math classroom using a reversal design. An FBA was conducted to determine the function of disruptive behavior during independent math practice prior to the implementation of the two choice-making interventions. The math teacher provided either choice of task sequence of the independent tasks or choice of where to complete the independent tasks. Results indicate that choice of task sequence matched ...
Filling Gaps In The Schoolhouse Floor: The Differential Effects Of Graduation-Targeted Intervention Services On 11th Grade Academic Achievement In 2008-2009, Jessica A. Broome
Educational Policy Studies Dissertations
This study aimed to explore the effectiveness of graduation coach services in reducing student risk factors for dropping out of high school and increasing student academic performance, a strong correlate of student persistence to high school graduation (Battin-Pearson et al., 2000). The study employed a quasiexperimental nonequivalent control group design utilizing student risk ratio and individualized Georgia High School Graduation Test (GHSGT) scores in English/language arts and mathematics as measures to compare students who received the services of a graduation coach to those who did not. The sample for this study included 39,326 Georgia students continuously enrolled in ...