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Informational text writing is a complex task requiring multiple literacy skills, such as reading and comprehending source material, identifying important information, and transforming ideas to meet the goals for the new writing task. The "Structures Writing" intervention was developed to improve the informational text writing skills of 4th and 5th grade struggling writers by reducing the cognitive load associated with reading source text and teaching students to organize information using text structures. In the current study, sixty-one 4th and 5th grade struggling writers were randomly assigned to receive the "Structures Writing" intervention. Students in the "Structures Writing" intervention were provided with information in "frames" and taught to write informational passages using three text structures (i.e., simple description, compare/contrast, sequence). To do so, the students were taught a strategy for picking the topic and structure of their writing, organizing facts for the text structure, and writing the facts in paragraph form. They were also taught to include text structure features, including signal words, transition words, grouping similarities and differences, etc. At post-test, students who received the "Structures Writing" intervention statistically significantly outperformed the control group on researcher-created measures of simple description writing (d = 0.66), compare/contrast writing (d = 0.61), and sequence writing (d = 0.94). Results also indicate students in "Structures Writing" intervention condition statistically significantly outperformed the math-writing group on a measure of identifying text structures in reading passages (d = 0.94). No other statistically significant differences were found between the groups. The implications and future directions for the development of the "Structures Writing" intervention are discussed. [This paper was published in "Reading and Writing: An Interdisciplinary Journal" v31 p2165-2190 2018 (EJ1193942).]

Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, "Structures," to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the "Structures" condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the "Structures" intervention are discussed. [This paper was published in "Reading and Writing: An Interdisciplinary Journal" (EJ1193961).]

Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them access source text and improve planning and organization of their ideas. Two pilot studies examining the usability, feasibility and promise of a note-taking and text structure intervention are presented in this manuscript. In study 1, the researchers employed a multiple-probe design across three 4th grade participants with reading difficulties. In study 2, the researchers employed an underpowered experimental design, comparing the intervention to a narrative-based reading and writing strategies. Fidelity of implementation was acceptable to high in both studies, indicating preservice teachers find it useable and it is feasible to implement the lessons within the 30-minute time frame. However, there were mixed results of the intervention on note-taking outcomes. In study 1, a functional relation was demonstrated for two of three participants for the note-taking measure. In study 2, the intervention group did not statistically outperform the control group on the note-taking measure, but there was a non-significant effect size of 0.75 between the groups. The findings, though mixed, warrant further study of the intervention in a fully powered study. Results on reading outcomes for both studies are also discussed. [This paper was published in "Learning Disabilities: A Multidisciplinary Journal" v23 p34-55 2018 (EJ1189710).]

Students often have difficulty comprehending informational text. Results from a meta-analysis by Hebert, Bohaty, Nelson and Brown (2016) indicated that text structure instruction is effective for improving reading comprehension of expository text. This article presents evidence-based practices for teaching informational text structures to improve students' reading comprehension. The strategies presented are based on those identified through the meta-analysis conducted by Hebert and colleagues. [This paper was published in "The Reading Teacher" v71 p71-82 2017 (EJ1146103).]

Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing intervention aimed at teaching students to write informational text using text structures has been shown to have promise for improving the informational text writing of upper elementary grade students using small group instruction (Hebert, Bohaty, Nelson, & Roehling, 2018). There are disadvantages to small group instruction, however, because it requires additional resources. In the current study, 41 students in grade 4 were randomly assigned to receive the "Structures Writing" intervention or BAU narrative writing instruction. Both groups received instruction in a large group setting. At posttest, students who received the "Structures Writing" intervention statistically significantly outperformed the control group on researcher-created measures of simple description, compare/contrast, sequence, problem-solution, and cause-effect writing. Results indicated no differences between on distal reading outcomes. The intervention components completed within the allotted time-frame were completed with a high degree of fidelity (97%), providing an indicator of usability. However, students only fully completed 57% of lesson activities, indicating that it is not feasible to complete the lessons within a 30-minute time frame. The discussion highlights the "Structures Writing" intervention as a promising approach for improving informational text writing skills of fourth grade students with moderate to large effect sizes that support findings of a prior pilot test. A larger efficacy trial is warranted following revision of the lessons to shorten lesson duration. [This paper was published in "Reading and Writing: An Interdisciplinary Journal" v34 p1711-1740 2021 (EJ1306459).]

A two-cohort cluster randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). "Connections" students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook reading context. A total of 324 EL students representing 24 home languages and averaging in the 10th percentile in receptive vocabulary completed the study ("Connections" n = 163 in 75 small groups; IBR n = 161 in 72 IBR small groups). Although small groups in both conditions made significant immediate gains across all measures, "Connections" students made significantly greater gains in reading vocabulary and decoding (d = 0.64 and 0.45, respectively). At first-grade follow-up, longer-term gains were again greater for Connections students, but with smaller effect sizes (d = 0.29 and 0.27, respectively). Results indicate that explicit "Connections" instruction features designed to build semantic, orthographic and phonological connections for word learning were effective for improving proximal reading vocabulary and general decoding; however, increases in root word reading vocabulary did not transfer to general vocabulary knowledge. Additional tables are presented in two appendices. [At time of submission to ERIC this article was in press with the "Journal of Research on Educational Effectiveness."]

Broadly, the current study contributes to the growing body of evidence supporting the positive effects of PA (phonological awareness) interventions for preschoolers, demonstrating that PA instruction need not be postponed until kindergarten. Specifically, the current study addresses the paucity of research on PA training in preschool by testing the efficacy of a supplemental cohesive and explicit PA focused intervention that has been shown in previous studies to improve PA and alphabetic knowledge of at-risk kindergarteners. Second, the current study employs community-based paraeducator tutors as interventionists, and in so doing, extends other early K-1 reading research showing that paraeducators can deliver supplemental early reading interventions with a high degree of fidelity, particularly if the interventions are well scripted for non-certificated teachers' use. Finally, the authors chose to use a modified form of Interactive Book Reading as their comparison (control) condition to (a) control for supplemental instruction time and consistency, and (b) provide an alternative intervention approach appropriate for preschoolers. Indeed, studies support the benefit of interactive storybook reading for building emergent literacy skills; however, supplemental instruction that focuses on vocabulary acquisition has not, to date, been tested against explicit supplemental instruction in PA focused instruction with diverse (i.e., low socioeconomic, limited English proficiency) preschool children. Thus, this study also provides information regarding the relative impact of two approaches on preschoolers' PA and alphabetic and vocabulary knowledge. The primary research questions for the current study were: (a) does a supplemental PA focused intervention implemented by paraeducators have a direct, positive impact on at-risk preschool children's literacy outcomes?, and (b) does the intervention have a unique impact on children's outcomes, after controlling for pretest skill, classroom and home literacy environments, and treatment fidelity? (Contains 1 table.)

This article systematically reviews the available research on rational emotive behavioral therapy (REBT) with children and adolescents. Meta-analytic procedures were applied to 19 studies that met inclusion criteria. The overall mean weighted effect of REBT was positive and significant. Weighted z[r] effect sizes were also computed for five outcome categories: anxiety, disruptive behaviors, irrationality, self-concept, and grade point average. In terms of magnitude, the largest positive mean effect of REBT was on disruptive behaviors. Analyses also revealed the following noteworthy findings: (a) there was no statistical difference between studies identified low or high in internal validity; (b) REBT appeared equally effective for children and adolescents presenting with and without identified problems; (c) nonmental health professionals produced REBT effects of greater magnitude than their mental health counterparts; (d) the longer the duration of REBT sessions, the greater the impact, and (e) children benefited more from REBT than adolescents. The findings are discussed in terms of several important limitations along with suggestions for future research.

This report summarizes the procedures and results from a 3-year research project that investigated the reciprocal sequence of interaction behaviors between teachers and students around disruptive behaviors in general education classrooms. The study was conducted in six elementary and two middle schools serving relatively large numbers of students who exhibited disruptive classroom behaviors. Two groups of students (grades 1-8) served as participants in the present study: target and criterion students. The 99 target students exhibited high rates of disruptive behaviors and/or severe forms of such behaviors whereas the 278 criterion students did not exhibit externalizing behaviors. The study was primarily descriptive in nature and focused on naturally occurring events in general education classrooms. Results of the study indicate that the probability of target students complying with teachers' attempts to correct their disruptive behavior was relatively low; teachers were more likely to respond to the disruptive behaviors of target students with a reprimand than in the case of criterion students; target students primarily responded negatively to teachers' attempts to correct their behaviors; and students were more likely to exhibit lower rates of disruptive behaviors when teachers were using direct instruction or effective instruction methods. (Contains 22 references.) (CR)

When students increasingly exhibited disruptive behavior at a particular school, a comprehensive multilevel discipline program was developed to respond to the students' behavior. The conceptual model and key intervention approaches used in this multilevel discipline program are described in this paper. Previous experience convinced school personnel that the school-wide discipline program must be based on the view that disruptive behavior is primarily a socialization problem rather than a sickness. Therefore, the discipline program emphasized direct intervention approaches within and across all school settings and it relied on teaching students acceptable social norms. The interventions are universal because all students are exposed in the same way at the same level. Outlined here are the school-wide discipline plan, ecological arrangements, behavioral guidelines, supervision, and classroom management strategy, also called think time. The latter emphasizes catching disruptive behavior early, designating a specific classroom for think time, monitoring students moving to and entering a designated think-time classroom, performing a think-time debriefing process, checking students' debriefing responses, watching students rejoin the class, employing the use of other consequences, and instituting guidelines governing the use of the think-time strategy. Also discussed are targeted interventions and some intensive comprehensive interventions. The program not only effectively reduced the level of disruptive behavior, but also enhanced the academic performance and school survival skills of at-risk and target students. Additionally, the program enabled teachers to shift their focus from discipline problems toward instructional matters. (RJM)

This descriptive study attempted to identify those factors that college students with disabilities view as important to their academic success. Thirty-six college students with disabilities (in the areas of mobility, vision, hearing, and learning) were individually interviewed concerning: (1) demographic information, (2) beliefs about academic performance, and (3) social support and campus climate factors. Students identified six factors under the personal beliefs category: discipline and effort (cited by 100 percent of students), acceptance of their disability (88 percent), personal ambition (72 percent), self-confidence (52 percent), prior knowledge and experience (33 percent), and ability (14 percent). Four social support and climate factors were identified: family support (92 percent), interaction with other students (70 percent), interaction with faculty (30 percent), and university support services (30 percent). Implications of results for university programs serving students with disabilities are discussed. (Contains 38 references.) (DB)

A study of 36 college students with disabilities investigated perceptions about the bases of academic success. Subjects assessed their own success in terms of psychological belief factors and supportiveness of family, friends, and peers. Implications for working with students with disabilities are discussed. (Author/MSE)

A review of 20 independent samples found a wide range of school and student variables influence the use of administrative discipline contacts, whereas administrator/teacher and family variables have less influence. Relevant variables include participation in athletics, child neglect, antisocial behavior, and anecdotal suspension report. (Contains references.) (Author/CR)

Fourteen studies were reviewed to examine the utility, acceptability, and practicality of functional behavioral assessment (FBA) conducted with students with high-incidence behavior problems in school settings. Results indicate FBA was effective, that FBA could be performed in typical school environments, and that FBA produced socially valid improvements in behaviors. (Contains references.) (CR)

Systematic review of 26 studies on language deficits in children with emotional and behavioral disorders (EBD) found 71 percent of EBD children had clinically significant broad-based language deficits including pragmatic, receptive, and expressive deficits. Longitudinal studies suggested that the rate of comorbidity between language deficits and EBD tends to either be stable or to increase over time. (Contains references.) (Author/DB)

Examines whether curriculum-based assessment (CBA) procedures could be incorporated into a functional behavioral assessment (FBA) to identify antecedent events that occasion off-task classroom behaviors of students in a general education classroom. Suggests that the use of CBA during a functional analysis appears to be a practical and effective approach to determine antecedent events that occasion off-task classroom behavior. (Contains 57 references.) (GCP)

Analyzes interviews from 130 African American elementary school students about the merits and educational consequences of adopting the philosophies of integrationism and nationalism. Overall, students believed that persons who adopt the philosophy of Malcolm X would be more motivated to do schoolwork and more willing to collaborate with classmates in learning. Older students rejected the notion that teachers should promote one particular philosophy. (GR)

Asked 96 students, grades 3, 6, 8, 12, about various teaching methods (expert-led, teacher-led, peer-led, and parent in home) commonly employed in substance abuse education. Students generally believed that each type of would positively influence drug- and alcohol-related knowledge but not behavior. Expert-led discussions were believed the most effective. (RJM)

Describes an approach to fostering a predictable, well-organized, and safe school environment. Specifically addresses ways to achieve effective ecological arrangements and common area routines across the school environment. Provides a six-step process for implementing and maintaining these ecological arrangements and routines. Presents a case study with preliminary results. (RJM)

Describes an empirically validated group counseling intervention that school counselors can use with children which promotes social problem solving and self-regulated performance. The focus is on interpersonal problems that limit the academic and social success of children at school. Includes a detailed description of the group counseling intervention. (RJM)

Sixty children in first, third, and sixth grades at one K-6 elementary school took part in a study of: (1) their awareness of the consequences of positive and negative interpersonal interactions; and (2) their awareness of the consequences of interpersonal interactions across intrapersonal dimensions such as motivation, performance, and interpersonal relationships. Subjects were interviewed regarding the education and life consequences of four types of interpersonal interactions: (1) positive adult-child interaction; (2) negative adult-child interaction; (3) positive child-child interaction; and (4) negative child-child interaction. The results of this study indicate that children are aware of the consequences of positive and negative interpersonal interactions. Children are also aware of the stability of the consequences across intrapersonal dimensions, time, and interpersonal subtypes. Findings support the supposition that children have the requisite awareness for understanding the unmitigated consequences of interpersonal behavior, a matter that is important for self-regulatory behavior. (DR)

A Washington State first-grade teacher and her students created the Learning-Centered Curriculum-Making Project, developing each unit over a two-week period and highlighting language and thinking skills related to various subject disciplines. They used dialog, coaching, modeling, questioning, and reinforcing techniques. Students helped select target themes, establish guiding questions, and design classroom instructional activities. (MLH)