Curriculum based measurement of oral reading (CBM - R) is used to monitor
the effects of academic interventions for individual students.
Not exact matches
The results
of the new study are notable because positive
effects of an
intervention, especially one that aims to improve self - regulation and
academic achievement, can be difficult for researchers to find, said McClelland, the Katherine E. Smith Healthy Children and Families Professor in the College
of Public Health and Human Sciences.
The
effect of a health
intervention on surrogate measures
of risk is
of only
academic, nonclinical interest if the treatment does not reduce subsequent major health events such as the onset
of diabetes, dementia, and CAD.
This meta - analysis
of social and emotional learning
interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning
interventions had the following
effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher
academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved
academic performance (e.g. standardized achievement test scores).
Early
intervention effects include lower rates
of retention, higher levels
of academic achievement, fewer special education services, and a stronger commitment to graduating from high school (Stegelin, 2004).
This project draws on two data sources — large - scale administrative data from middle and high school students in five large California school districts and a new nationally representative experimental test
of a mindset
intervention among 9th grade students — to analyze heterogeneity in the
effect of a growth mindset on
academic outcomes across different structural positions.
In the review, Mindfulness - Based
Interventions for Improving Cognition, Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic
Interventions for Improving Cognition,
Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic perf
Academic Achievement, Behavior and Socioemotional Functioning
of Primary and Secondary Students, the authors found that mindfulness - based
interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic
interventions have a statistically significant positive
effect on cognitive and socioemotional processes for students, but that they do not improve behavior or
academic perf
academic performance.
Any
intervention or influence that meets or exceeds this
effect size translates into at least one year's worth
of academic growth for one year's worth
of time in the classroom.
The results show that
intervention through the elementary grades can have enduring positive
effects on the
academic development and health - risk behaviors
of urban children.
The
intervention sought to reduce specific empirically identified risk factors for adolescent health and behavior problems: persistent physically aggressive behavior in the early elementary school grades,9 - 11
academic failure, 12 and poor family management practices including unclear rules, poor monitoring
of behavior, and inconsistent or harsh discipline.13, 14 Because being raised in poverty increases risk for crime, school failure, and school dropout,15 - 17
effects of the
intervention on children from low - income families were
of particular interest.
«Whilst the noted
effects of the
intervention on reading and numeracy achievement were small (between 2.0 % and 5.5 %), it is remarkable (though not unexpected) to find lasting
academic effect of an eight session parenting
intervention carried out when the child was between three and five years
of age,» the report states.
Despite decades
of research describing the harmful
effects of family poverty on children's emotional and behavioral development, eg,12 - 17 experimental or quasi-experimental manipulations
of family income that could go beyond description are rare18 and tend to examine the
effect of such manipulations on physical health or
academic attainment, rather than emotional or behavioral functioning.19, 20 Other analyses
of the Great Smoky Mountains data set have focused on educational and criminal outcomes.21 The few studies looking at emotional or behavioral outcomes tend to have a short time frame.22, 23 Some studies
of school - based
interventions have followed up with children through to adulthood, 24,25 but we have found none that have looked at the long - term
effects of family income supplementation on adult psychological functioning.
This meta - analysis
of social and emotional learning
interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning
interventions had the following
effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher
academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved
academic performance (e.g. standardized achievement test scores).
The
effects of a strengths development
intervention program upon the self - perception
of students»
academic abilities.
The Kids in Transition to School (KITS)-- Developmental Disabilities Follow - Up is a longitudinal study
of the
effects of a randomized efficacy trial
of a preventive
intervention to enhance psychosocial and
academic school readiness in children with developmental disabilities and behavior or social difficulties who were entering kindergarten.