Do Canadian Prenatal Records Support Evidence-Based Practices to Reduce Maternal Smoking?

2006 ◽  
Vol 28 (5) ◽  
pp. 368-372 ◽  
Author(s):  
Sonia Semenic ◽  
Nancy Edwards
Keyword(s):  
Maternal Smoking ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Support Evidence

scholarly journals Inquiry-Based Education for Students with Visual Impairment

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Deborah L. Rooks-Ellis
Keyword(s):  
Visual Impairment ◽  
Literature Search ◽  
Children With Disabilities ◽  
Science Classroom ◽  
Strong Support ◽  
Evidence Based ◽  
Science Pedagogy ◽  
Evidence Based Practices ◽  
Comprehensive Literature Search ◽  
Support Evidence

The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.

A Study of an Online Tool to Support Evidence-Based Practices with Infants and Toddlers

NHSA Dialog ◽  
2011 ◽  
Vol 14 (3) ◽  
pp. 151-156 ◽  
Author(s):  
Jay Buzhardt ◽  
Dale Walker ◽  
Charles R. Greenwood ◽  
Judith J. Carta
Keyword(s):  
Evidence Based ◽  
Infants And Toddlers ◽  
Evidence Based Practices ◽  
Online Tool ◽  
Support Evidence

Examining the policies of paroling authorities in the United States to support evidence-based practices

2020 ◽  
Vol 12 (3) ◽  
pp. 182-199
Author(s):  
Erin Harbinson ◽  
Ebony Ruhland
Keyword(s):  
United States ◽  
The United States ◽  
Community Supervision ◽  
Evidence Based ◽  
Supporting Evidence ◽  
Evidence Based Practices ◽  
Survey Results ◽  
Selection Of ◽  
Support Evidence

While much research in community corrections examines ways in which direct supervision can reduce recidivism, less is known about the role of paroling authorities in using or supporting evidence-based practices. This study presents a selection of results from a survey of paroling authorities across the United States conducted in 2015. We analyze and discuss survey results on the following three topics: (1) What is the structure and power/authority of the paroling authorities? (2) What are the appointments and requirements of paroling authorities? and (3) What evidence-based practices are paroling authorities utilizing? These results demonstrate the state of evidence-based practices in parole decision-making and illustrate ways in which paroling authorities can implement policies and practices that promote sustainability of evidence-based practices in community supervision. The findings indicate that many paroling authorities have adopted policies supportive of evidence-based practices; however, there are some areas in which parole can create continuity and promote better application of them.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

Sign in / Sign up

Export Citation Format

Share Document