A5043313389- Writing and Handwriting Education
- Reading and Literacy Development
- Educational and Psychological Assessments
- Innovative Teaching and Learning Methods
- Behavioral and Psychological Studies
- Attention Deficit Hyperactivity Disorder
- Autism Spectrum Disorder Research
- Disability Education and Employment
- Children's Physical and Motor Development
- Early Childhood Education and Development
- EFL/ESL Teaching and Learning
- Language Development and Disorders
- Child and Adolescent Psychosocial and Emotional Development
- Neurobiology of Language and Bilingualism
- Innovations in Medical Education
- Coronary Artery Anomalies
- Cognitive and developmental aspects of mathematical skills
- Family and Disability Support Research
- Bullying, Victimization, and Aggression
- Education and Technology Integration
- Counseling Practices and Supervision
- Child Development and Digital Technology
- Impact of Technology on Adolescents
- Traumatic Brain Injury Research
- Congenital heart defects research
Syracuse University
2012-2023
SUNY Cortland
2023
University at Buffalo, State University of New York
2016-2019
State University of New York
2013
SUNY Upstate Medical University
2013
Article AbstractObjective: Attention-deficit/hyperactivity disorder (ADHD) is characterized by clinically significant functional impairment due to symptoms of inattention and/or hyperactivity and impulsivity. Previous research suggests a link, in child samples, between ADHD posttraumatic stress (PTSD), which (1) chronically reexperiencing traumatic event, (2) hyperarousal, (3) avoiding stimuli associated with the trauma while exhibiting numbed responsiveness. This study sought address link...
The psychometric properties of the Kids Intervention Profile (KIP), a rating scale designed to measure academic intervention acceptability from perspective students, were examined as well influence background factors on students' ratings. Data extracted 4 randomized controlled trials investigating effects performance feedback third-grade writing fluency (n = 228). Results indicated that KIP contains 2 (General Acceptability, Skill Improvement) and has adequate internal consistency stability...
National estimates of students' writing abilities in the United States indicate that 2002, 72% elementary-aged students were unable to write with grade-level proficiency (Persky, Daane, & Jin, 2003). Although performance feedback is one type intervention improves skills, no study date has examined generalization and maintenance fluency improvements developed through these interventions. The primary goal this was determine whether assigned a condition demonstrated evidence greater immediate...
.Although performance feedback interventions successfully lead to improvements in students' performance, research suggests that the combination of and goal setting leads greater than either component alone graphing relation a can academic performance. The study was examine writing fluency growth 115 third-grade students participating intervention combined with salient goal-setting (n = 38) comparison 39) or control condition, using randomized controlled trial. As hypothesized, two conditions...
Although intervention procedures exist for improving elementary-aged students' writing fluency skills, less is known about how their self-efficacy develops upon participating in these procedures. In this study, 117 second grade students participated an evidence-based performance feedback intervention. Students reported higher levels of abilities after the than they did at baseline. experiences with task mastery and positive not impact self-efficacy, effort put forth during was a significant...
Abstract Background The primary objective of the current study was to examine childhood predictors adolescent reading comprehension in velo‐cardio‐facial syndrome ( VCFS ). Although much research has focused on mathematics skills among individuals with , no studies have examined comprehension. Methods 69 late adolescents 23 siblings youth and 30 community controls participated a longitudinal project had repeat neuropsychological test batteries psychiatric evaluations every 3 years. W echsler...
We estimated effects of writing interventions on the level and trend fluency—rate total words written over time—by students with without disabilities. Using mixed-effects regression an information-theoretic ranking competing models, we synthesized results 42 single-case experimental design studies a 205 students. A variety acquisition fluency were used across studies, such as self-regulated strategy development timed practice performance feedback. found produced increase in gradual per...
This multiple-baseline design study examined the effects of Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers three third- through fifth-grade classrooms state New York implemented GBG remotely during COVID-19 pandemic. Treatment integrity was supported using aspects implementation planning and by providing emailed performance feedback. Teachers’ perceived usability students’ acceptability were assessed. Visual analysis results...
This study examined the effect of progress monitoring frequency and scoring metric on curriculum-based measurement written expression (CBM-WE) estimates. The writing 116 second-grade students receiving a classwide fluency intervention in their general education classrooms was monitored across 13 weeks (i.e., 1 week baseline 12 during intervention) using CBM-WE. samples were scored for total words written, spelled correctly, correct sequences, minus incorrect sequences. Repeated measures...
We conducted a skills analysis on written expression curriculum-based measurement (WE-CBM) tasks completed by 117 second-grade students. As part of the analysis, we scored two WE-CBM (i.e., narrative and expository) for correct incorrect writing sequences, common errors, sentence structures. Although majority students displayed low risk difficulties, they had accuracy in multiple word- sentence-level skills: The three most errors were related to spelling, nonend punctuation, capitalization,...
This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback condition, goal setting or control condition. Neither strategy produced strong effects, there no statistically significant differences students' as function strategy. Generalization was promoted by gender obtaining level during the final session.