SAGE Journal Articles
Abstract
This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1,377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower rate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes.
Abstract
Objective To evaluate the effectiveness of a 'single session' group, early intervention, multidisciplinary, education programme (entitled the Fun not Fuss with Food group programme) designed to improve children's problem eating and mealtime behaviours.
Design A quasi-experimental time-series design incorporating data collection, twice before and twice following the intervention.
Setting A health district within the southeast region of Queensland, Australia.
Method Data were collected using the Children's Eating and Mealtime Behaviour Inventory-Revised (CEBI-R) and the Family Demographic Questionnaire.
Results Parents who attended the Fun not Fuss with Food group programme reported significant improvements in their child's problem eating and mealtime behaviours and reported reductions in parental concerns regarding their child's eating and mealtime behaviours. Conclusion A single session, early intervention, group education programme for families with children with problem eating and mealtime behaviours is appropriate and effective. Therefore, early intervention group education programmes should be considered as a strategy for this client group.
Abstract
This Methodological Brief introduces the reader to the regression discontinuity design (RDD), which is a method that when used correctly can yield estimates of research treatment effects that are equivalent to those obtained through randomized control trials and can therefore be used to infer causality. However, RDD does not require the random assignment of individuals to treatment and control groups, making it very attractive for applied researchers in educational settings. This Brief introduces the method, discusses applications and limitations, and illustrates an idealized example as well as some potential pitfalls and their relevance to the context of gifted education research.
Abstract
This study evaluated the effects of visual performance feedback (VPF) on teacher use of behavior-specific praise. In addition to receiving individual VPF, teachers participated in group consultation focused on increasing competence in the use of behavior-specific praise. Three general education elementary teachers and six students participated in the study. Classroom peer composite data were also collected. Teacher and student behaviors were monitored across baseline and VPF conditions in a multiple baseline design. The results indicated that VPF resulted in an increase in behavior-specific praise for participating students across all teachers relative to baseline. Additionally, teachers increased their use of behavior-specific praise with classroom peers. The findings highlight the need for direct assessment of intervention implementation and for the collection of peer data to identify collateral intervention effects.