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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Measuring the Concurrent Effects of One Listening Comprehension Intervention on the Comprehension and Communication of Students with ASD and ID Haughney, Kathryn L In: Georgia Educational Research Association Conference (2018) BASE Show details 2 Performance Feedback to Improve Classroom Management Practices Garcia, Melissa. - : eScholarship, University of California, 2015 In: Garcia, Melissa. (2015). Performance Feedback to Improve Classroom Management Practices. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/4vk9m5p5 (2015) Abstract: Performance feedback has been beneficial at enhancing the treatment integrity of behavioral intervention outcomes. However, few researchers have attempted to use performance feedback to increase teachers' use of classroom management practices. The purpose of this study was to determine if there is a functional relationship between performance feedback and treatment integrity of targeted classroom management practices. In addition, the extent to which performance feedback can enhance student behavioral outcomes was examined. Direct observation data were used to report teacher use of targeted classroom management practices, student engagement, and student disruptive behavior. The functional relationship between performance feedback and teacher implementation fidelity of classroom management practices and student behavioral outcomes was examined using a single-case multiple baseline design. Participants included five teachers from an urban school district in Southern California. Once a week, for 10-weeks, teachers met for performance feedback sessions of classroom management practices and student engagement with the consultant. Effect size analyses were used in conjunction with visual analyses. Results showed that a functional relationship between performance feedback and improved fidelity of two classroom management practices was obtained (specific praise and error correction), as well as increased engagement and decreased disruptive behavior. This study provides evidence that performance feedback can be useful in improving student engagement and reducing disruptive behavior at a classwide level. Additionally, teachers found performance feedback to be socially valid. Implications and suggestions for future research are also discussed. Keyword: classroom management; disruptive student behavior; Education; performance feedback; Psychology; single-case design; student engagement; treatment integrity URL: http://n2t.net/ark:/13030/m5933dr5 http://www.escholarship.org/uc/item/4vk9m5p5 BASE Hide details 3 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014) BASE Show details 4 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details 5 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details

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