Sentences with phrase «learning interventions show»

«Social emotional learning interventions show promise, warrant further study.»

Not exact matches

What all of the research above shows most starkly is that for the overall health of mothers and babies, a healthy birth involves learning and understanding the risks involved in interventions and making an informed choice or an informed refusal of the options given to you.

Another study has reported on a unique intervention previously shown beneficial for preterm infants, using a «breathing bear» with gentle body motion rates that can be adjusted to match infant's breathing rates to serve as a comforting, nonintrusive crib friend for the infant, and a reassuring aid for the mother.47 As infant can use the bear at his own will, the infant can learn that he can either approach or withdraw from the bear providing him opportunity for positive reinforcement.

Fathers in the intervention group showed significantly greater gains in direct interaction and support for learning activities with children at home than the comparison group of fathers, but only if the fathers were at least moderately involved in the program.

The fairly shambolic nature of the response from the west, and the international community as a whole (and the fact that though shamefully belated it managed to avert the imminent catastrophe in Benghazi) shows that we have learnt little or nothing from Bosnia, Kossovo, Kurdistan, where intervention helped, still less from the many other areas where nothing effective was done, and we essentially abandoned people to their fate.

An intervention that uses music and games to help preschoolers learn self - regulation skills is helping prepare at - risk children for kindergarten, a new study from Oregon State University shows.

This deep history can make ARFID tricky to treat, although one intervention has shown promise: exposure - response prevention, in which patients slowly reintegrate certain foods while learning to avoid their unhealthy reactions.

Overall, studies in the field indicate that children from low - income families tend to show the most gains from social emotional learning interventions, but results for other groups of students are more mixed, although a number of studies show positive effects.

They include: mindfulness training, through exercises like meditation or disciplined physical exercise, such as yoga; aerobic exercise, which has been shown to strengthen brain function; and cognitive behavioral programs, such as those used to help children learn impulse control, a type of intervention that falls into the broader category of «social emotional learning» (SEL).

This tallies with a study by the Education Endowment Foundation last month, which said that: «Overall, studies of adventure learning interventions consistently show positive benefits on academic learning.

As Taylor explains, SEED - SCALE research has shown that communities become more invested when they learn together, through each other, and then make an effort to sustain an intervention on their own.

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).

«Overall, studies of adventure learning interventions consistently show positive benefits on academic learning.

«The pupil premium should be used for highly cost - effective interventions such as peer tutoring and pupil feedback, as shown by the Sutton Trust - EEF Teaching and Learning Toolkit.»

In the wilderness of educational practices, programs, and interventions, ranging from charter schools, to phonics instruction, to peer instruction, one practice has been shown, time and time again, to greatly improve student learning: feedback.

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.36

Research shows the importance of prioritizing learning mindsets and skills for all students.31 Encouragingly, though, interventions that support positive school culture, mindsets, and habits have demonstrated the greatest benefit for low - performing students.32 These interventions can revive a sense of purpose among students who have not been performing well in school and promote their self - efficacy.

But the biggest contributor was promoting a Grading for Learning system with randomization of formative and summative assessments allowing for continual re-teaching, interventions, support, and opportunities to show mastery of any topic.

In the wilderness of educational practices, programs, and interventions, ranging from charter schools, to phonics instruction, to peer instruction, one practice has been shown, time and time again, to greatly improve student learning:

One meta - analysis of an anger management intervention shows a positive effect on behaviour but an overall negative effect on learning.

Implementing activities and strategies to improve attendance and reduce chronic absenteeism, and advance social - emotional learning, positive behavior interventions and supports, culturally responsive practices, and trauma - informed strategies, have shown results for our most vulnerable students.

Comparative results from the first Teaching and Learning International Survey (TALIS) show that education systems can best support teachers by shifting public and governmental concern away from the mere control over the resources and content of education toward a focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.

The findings showed that this intervention facilitated learning of academic vocabulary and content information found in expository text for all students (Vaughn et al., 2009).

Students showing extensive skill gaps or who receive a prescriptive learning path as a result of Test Packs can utilize Accucess for rigorous intervention or be invited into a summer bridge program to ensure that they are ready for the next grade level.

There have also been pushes for interventions like additional learning time, new curricula, and new technology, much of which has been shown to have a significant impact on student achievement.

Some have shown those interventions... Learn More

LD children do not show the behavioral and adjustment extremes that Emotionally Disturbed children do, and likely learn more and improve after educational interventions.

Fathers in the intervention group showed significantly greater gains in direct interaction and support for learning activities with children at home than the comparison group of fathers, but only if the fathers were at least moderately involved in the program.

I've written a lot about how interventions like Social Emotional Learning can help, but they're not enough (see The manipulation of Social Emotional Learning and The Best Articles About The Study Showing Social Emotional Learning Isn't Enough).

Research has shown that therapy is more effective when learning or an educational component is incorporated alongside therapy interventions (Baskin et al., 2010).

These findings are in keeping with evidence from a meta - analysis by Durlak et al. [3], which showed larger effect sizes (0.69 versus 0.01) for school - based social - emotional interventions (N = 213 interventions involving 270 034 children aged 5 — 13 years) that followed principles including, structure, sequenced learning, active involvement and repetition.

Findings in this 48 - month evaluation show that Preparing for Life, a prevention and early intervention program which aims to improve the life outcomes of children and families living in North Dublin, Ireland, has had dramatic impacts on children's IQ, obesity levels and social behavior, as well as parenting skills and the home learning environment.

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).

Compared with parents of children in the comparison group, do intervention parents show greater involvement in their children's school and support their early learning?

As regular readers of this blog now, there is an on - going debate about balancing Social Emotional Learning interventions with ensuring that these practices don't act as a replacement for needed economic, social and political policy changes (see The Best Resources Showing Social Emotional Learning Isn't Enough and, in particular, my Washington Post piece, The Manipulation of Social Emotional Learning, to learn more about this discussion).

Research shows that children who are most likely to be suspended or expelled — children from low - income families, children of color, and children with certain disabilities — are also most likely to benefit from high - quality early education.10 Children from low - income families and children of color are more likely to experience multiple adverse childhood experiences (ACES), which can manifest as challenging behaviors that trigger suspensions or expulsions.11 Likewise, young children with language delays or trouble with self - regulation may struggle to verbalize appropriate responses to emotional or physical stimulation, and instead display inappropriate behavior.12 In both cases, appropriate evaluation and intervention services can help children learn important coping and communication skills.

Parenting interventions that are based on behavioural and social learning theories have been repeatedly shown to be effective.

Given that children and adolescents with ASD can show difficulty in generalising learned skills to new contexts (Bellini et al. 2007), it is important to consider whether schools might be an effective context for the delivery of CBT interventions.

Parent - training programmes have been shown to be successful in improving a range of outcomes including maternal psychosocial health32 and emotional and behavioural adjustment in children under 3 years of age.33 In the UK, the Sure Start project was launched in 1999 targeting preschool children and their families, in disadvantaged areas, with a number of interventions including good quality play, learning and child care.34 Recent evidence suggests that enrolled families showed less negative parenting and provided a better home - learning environment.35 The findings presented in this paper suggest that successful parenting interventions may improve the transfer of cognitive skills between generations thereby protecting disadvantaged families from unintentionally placing their children at risk of being on a path of continual negativity.