This article introduces basic definitions and concepts important in discussions of early intervention for children with, or at risk for developing, emotional or behavioral disorders.
Find specific work or narrow your results by type, topic, program, project, or service by selecting your criteria from the choices at right.
This article takes a public health perspective on early intervention for children with, or at risk for developing, emotional or behavioral disorders.
Teachers' use of education technology in their classrooms and schools report examines the availability of this technology in their classrooms and schools, their training and preparation for using it, and the barriers to technology use they encounter.
This report provides national data on children’s skills, knowledge, and experiences as they enter kindergarten for the first time. The data are the first findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.
The second of three guides that address the 1997 Amendments to IDEA as they relate to the issue of functional behavioral assessment and positive behavioral interventions and supports.
Review of two approaches to measurement of resources in education: an accounting approach and a resource-based approach.
In this study, we explored potential reasons behind student omission of responses to assessment questions in the National Assessment of Educational Progress.
Team task analysis refers not only to an analysis of a team's tasks, but also to a comprehensive assessment of a team's teamwork requirements (i.e., knowledge, skill, ability, and attitude requirements). Like job analysis, team task analysis is important because it forms the foundation for team design, team performance measurement, and team training. Essentially, it is the building block for all "team" resource management functions.
This paper explores the ways the National Assessment of Educational Progress (NAEP) results might be communicated to its varied constituencies.