Classroom-based Intervention Research Articles

Islamic Education Strategies To Counter Moral Decadence Among Vocational School Students

The increasing moral decadence among secondary school students—manifested through indiscipline, brawls, bullying, and disrespect for authority—poses a significant challenge for educational institutions. This study aims to explore the strategic role of Islamic Religious Education (IRE) teachers in addressing this moral decline through classroom-based interventions and external collaborations. Employing a qualitative case study approach, data were collected from eight informants, including school leaders, teachers, students, parents, and community figures. Techniques such as observation, interviews, and documentation were used, with data analyzed using the interactive model of Miles, Huberman, and Saldana, encompassing data collection, reduction, presentation, and conclusion drawing. Triangulation of sources and techniques was applied to ensure data validity. The findings reveal that IRE teachers adopt a combination of preventive and corrective strategies, including the imposition of educational sanctions such as reciting toyyibah (e.g., tahlil, istighotsah), performing istighfar writing tasks, and engaging students in school clean-up activities. Character development is fostered through habituation of akhlaqul karimah, such as honesty and mutual assistance. Furthermore, active collaboration with school administrators, counseling staff, parents, and community leaders enhances the effectiveness of these moral interventions. This study contributes to the discourse on character education by highlighting the integrative and community-based approach of IRE teachers in mitigating moral decline among adolescents.

Parents’ Perspectives on Children’s Expressive Language Disorders: A Qualitative Case Study of Early Childhood Development

This study explores the development of expressive language disorder in a five-year-old child from the perspective of a parent in Bandung Regency, Indonesia. Using a descriptive qualitative case study approach, the research follows the child’s developmental history from the prenatal period through the age of five. Data were collected through in-depth interviews conducted between January and April 2024, using version D of the Speech Participation and Activity Assessment of Children (SPAA-C) instrument. The analysis employed a descriptive analytical method, including data reduction, data presentation, triangulation, and conclusion drawing. Findings indicate that the child’s expressive language delay is influenced by a combination of prenatal, perinatal, and environmental factors. The child was born prematurely and spent the first 43 days in an incubator, resulting in limited sensory stimulation during a critical developmental window. Prenatal risk factors such as intrauterine growth restriction (IUGR), fetal distress, and severe preeclampsia (PEB) were also identified. Perinatal complications, including intestinal infection, further disrupted early feeding and sensory experiences. Environmental factors such as limited interaction during the COVID-19 pandemic, extended family misconceptions about developmental red flags, inconsistent nutritional intake, and maternal psychological stress contributed to delays in expressive language development. Despite these challenges, the child demonstrated strong receptive language skills, age-appropriate cognitive development, and positive social functioning. This research provides context-specific insights into how expressive language disorders manifest and are managed in a non-clinical, culturally embedded setting in Indonesia. The findings have practical implications for early childhood education (ECU), particularly in informing inclusive teaching strategies for children with expressive language delays. Future research is recommended to explore classroom-based intervention strategies and to extend analysis across broader populations, including variables such as genetics, gender, cognitive profiles, birth order, and socioeconomic status.

Effects of a classroom-based intervention to promote physical literacy in children: the randomized and controlled ALPHYL Study

Effects of a classroom-based intervention to promote physical literacy in children: the randomized and controlled ALPHYL Study

Effectiveness of educational interventions in United States schools to prevent opioid-related harms: A systematic review.

Effectiveness of educational interventions in United States schools to prevent opioid-related harms: A systematic review.

Using Practitioner-Implemented Video Models to Teach Vocational Social Skills in a Rural Public School

Youth with autism spectrum disorder or intellectual and developmental disabilities often require instruction to learn common vocational social skills used to solve problems and interact with coworkers. In rural communities, students may lack access to job experiences or related service providers to support the acquisition of these skills, resulting in the need for classroom-based interventions. This study used a multiple probe across behaviors design to examine the effects of an intervention involving video modeling plus feedback to teach common vocational social skills in a rural public school classroom. Three young adults with autism or intellectual disability participated in the study. We found the intervention to be effective at increasing the use of these skills in a simulated work setting within the classroom. Participants successfully utilized the learned skills in a community-based work experience and maintained most skills 2 months following intervention. We discuss the implications of our findings and suggest areas for future research.

A Classroom-Based Intervention for Reducing Sedentary Behavior and Improving Spinal Health: Pragmatic Stepped-Wedge Feasibility Randomized Controlled Trial.

Noncommunicable diseases (NCDs) resulting from sedentary behavior (SB) are adding a further strain on the South African health system, which is already struggling to manage infectious diseases. Some countries have enabled children to reduce SB at school by substituting traditional furniture with sit-stand classroom furniture, allowing learners to interrupt prolonged bouts of sitting with standing without interrupting their school work. Alternating between sitting and standing also benefits spinal health by interrupting prolonged periods of high spinal loading, but no such intervention has been trialed in South Africa. The potential to reduce strain on the health system by reducing the incidence of NCDs and improving spinal health requires further consideration. Before embarking on a large classroom-based trial, it is essential to determine the acceptability of the intervention, its impact on teachers' practices, and the logistical and pragmatic considerations of data collection. This study aimed to assess the feasibility of implementing a classroom-based intervention to reduce SB and improve spinal health in primary school learners, to assess the pragmatics of delivering and adherence to the intervention, and assess the pragmatics of measuring physical activity and postural dynamism data with wearable sensors. We used a stratified, closed-cohort, randomized, 2-cluster, stepped-wedge design with a pragmatic approach. One grade 5 and grade 6 class each was recruited from contrasting socioeconomically categorized, state-funded primary schools in the Western Cape province, South Africa. Classroom furniture was substituted with sit-stand desks, and health education and movement videos (HEMVs) were shown during class time. Skin-mounted activPAL physical activity monitors were used to measure SB and postural topography and Noraxon myoMOTION inertial measurement units (IMUs) to measure spinal movement. The study was evaluated for feasibility by tracking school retention, successful delivery of the HEMVs, the use of sit-stand desks, compliance with the wearable sensors, and data accuracy. We deductively analyzed teachers' interviews and learners' focus groups using Atlas.ti 9 software. Descriptive analysis of quantitative data was performed using Microsoft Excel. Cluster 1 withdrew from the study before follow-up SB, postural topography, and spinal movements were measured. All feasibility outcomes, namely (1) classroom retention, (2) delivery of HEMVs, (3) learner and teacher acceptance and usage of sit-stand classroom furniture, (4) 100% compliance with wearing skin-mounted sensors for the duration of the intended measurement period, and (5) minimum 80% eligibility of sensor data gathered included in data analysis, were met in cluster 2. The study found that it is feasible to conduct a larger trial with minor modifications to the methodology. We recommend a whole-school approach to support the intervention and a monitoring strategy to track the impact of the intervention on the classroom. Furthermore, we recommend contextualized teacher training on how sit-stand desks and HEMVs can be used as classroom management tools. Pan African Trials Registry PACTR201811799476016; https://tinyurl.com/y4upoys8. RR2-10.2196/18522.

Evaluating the Effects of a Teacher-Implemented Mindfulness-Based Intervention on Teacher Stress and Student Prosocial Behavior

This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students’ prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. This study used a single-case multiple baseline design across four elementary teachers. The MBI consisted of self-practice and a proactively culturally-adapted classroom-based intervention. We gathered data on teacher stress and coping as well as student prosocial behavior in the classroom for two weeks. Teachers received weekly in-person fidelity checks and performance feedback. MBI sustainability was monitored with two-week and one-month follow-up questionnaires post-intervention. MBI self-practice and classroom-based implementation were conducted with high fidelity and had strong social validity. The MBI decreased teacher stress for two of four teachers and improved coping abilities for two of four teachers. Further, three of four teachers reported the MBI had small yet desirable effects on students’ academic engagement, respectful behavior, and disruptive behavior in the classroom. Although results show potential promises in the short-term, follow-ups suggested the MBI had poor sustainability. This study provides proof of concept for the MBI’s potential to positively affect both teachers and students, but more research is needed to understand the mixed results. Results have practical implications for informing future research related to using MBI to reduce teacher stress and coping as well as for improving students’ classroom behavior. We hope this study encourages researchers to engage in MBIs to promote teacher and student well-being.

Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective.

In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750 hours' worth of children's (N = 77; NASD = 24, NDD = 23, NTD = 30; Mage = 43.98 months) and teachers' (N = 12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers--but not peers-more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD.

Psycho-Education Program on the Academic Buoyancy of Adolescent Learners from an International School in Bangkok, Thailand

Thailand as a prospering country hoped to retain the quality of education for its students. However, despite efforts to accomplish this intention, a number of students are still struggling to retain their engagement in school due to their declining academic buoyancy. With this reality, efforts are undertaken inside the classroom to address this pressing concern. While classroom-based interventions are known to deliver desirable results, a scarcity in psychoeducation programs remains unexplored; hence, the initiation of this quasi-experimental nonequivalent pretest and posttest control group study to develop an initial evidence for their usefulness in the academe. Results taken from the participants confirmed the viability of a psychoeducation program for academic buoyancy, particularly among high school students. Moreover, as reflected in their daily journals, presence of academic climate and commitment are best reflective of their academic buoyancy experiences. Conversely, unfavourable academic climate, loss of clarity, commitment challenges, and declining confidence induces their experiences of lowering academic buoyancy. Recommendations included continuance of psychoeducation programs not only for the students, but also for the teachers who are the first-line of defense in carrying out this noble endeavor of bringing students to their academic success.

Students’ Perceptions of Intersemiotically Cohesive Teaching Materials Designed for English for Agriculture

Multimodal materials have become ubiquitous in language teaching classes. However, growing evidence suggests that misalignments between multimodal elements can mislead or even confuse students. To explore such concerns, this paper focuses on the design and pedagogical application of intersemiotically cohesive multimodal materials in an English for Specific Purposes (ESP) context. Specifically, utilizing a classroom-based intervention with two groups of Thai undergraduates (N = 41) enrolled on an English for agriculture course, we employed think-aloud protocols and video recordings to capture their interactions with multimodal materials we designed. The video recordings were then used for video-stimulated focus group interviews with six representatives from each group. This allowed us to explore how these students perceived and interacted with our designed materials and enabled us to investigate how a congruence between written text, visuals, hyperlinks to translations and audio, and consciousness-raising questions affected their learning experience. The findings revealed that well-integrated multimodal resources supported vocabulary acquisition and reading comprehension. However, students reported challenges with the abstraction of text and usability of hyperlinks, suggesting areas for further material refinement. Based on our results, we make recommendations for multimodal material design and underscore the critical need for cohesive educational resources to ensure learning effectiveness and accessibility.

Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers

ABSTRACT The framework of culturally responsive teaching (CRT) provides a promising pathway for preparing teachers for culturally diverse schools. Important elements of culturally responsive teaching are critical reflection, valuing cultural diversity, and efficacy in teaching in a diverse classroom. The present study explores whether the Identity Project (Umaña-Taylor & Douglass, 2017), an eight-week classroom-based intervention, changes pre-service teachers’ (1) critical reflection, (2) diversity beliefs, and CRT efficacy. Using a qualitative, quasi-experimental design, we conducted semi-structured interviews (M t = 75 min.) with eight pre-service teachers (three identified as female, five identified as male), in Eastern Germany at two time points: before and after an eight-week teaching experience at school. During the teaching experience, four participants in the intervention group (M age = 22.3) facilitated the Identity Project, while the remaining four participants (control group, M age = 25.5) taught regular lessons as part of the compulsory internship in their teacher-training degree at university. One out of eight participants is of immigrant descent. Using thematic analysis (Braun & Clarke, 2006), findings suggest that implementing the Identity Project intervention promotes pre-service teachers’ quality of critical reflection, contributes to valuing cultural diversity beliefs, and promotes CRT efficacy. The findings help to identify approaches for reflexive critical education in a migration-diverse society.

Advocating for Disciplinary Reform Through a Systematic Review of School Discipline Laws and State Guidance Across the United States

We conducted a systematic documentary content analysis of state laws and state education agency (SEA) disciplinary guidance from all 50 states in the United States. We focused on zero tolerance policies, mandates for review of disproportionality in discipline data, the utilization of school resource officers in discipline, corporal punishment, and prevention. Knowledge of practices throughout the United States is critical for school psychologists to advocate for socially just disciplinary practices and reform. Most state laws require zero tolerance practices for weapons and drug related offenses, yet very few mandate zero tolerance for minor offenses such as insubordination or disrespect. Only nine states require SEAs to review data for disproportionality or require school districts to remedy disproportionality when it is present. Eleven states allow for school resource officers to be involved in discipline outside of high-level safety concerns. Additionally, 23 states still allow corporal punishment in schools. Many states offer guidance to districts on the implementation of multitiered systems of support (MTSS), positive behavioral interventions and supports (PBIS), restorative practices, progressive discipline, and classroom-based interventions. Implications for school psychologists advocating for disciplinary reform at the local, state, and national level will be discussed. Impact Statement The researchers conducted a systematic national content analysis of school discipline laws and SEA guidance documents. We hope that the findings about school disciplinary laws and SEA guidance in each state will assist school psychologists in targeting their advocacy and reform efforts for more equitable and proactive disciplinary practices at the local, state, and national level.

Student's and Classmates' Prosocial Behavior predict Academic Engagement in Middle School.

Students' academic engagement is greatly informed by a classroom's social climate. However, more research is needed regarding how specific peer behavior, especially prosocial behavior, come to shape academic engagement. The present study investigated whether students' perceptions about their classmates' prosocial behavior were associated with their academic engagement (cognitive, behavioral, affective) across the school year. Indirect effects via increases in students' own prosocial behavior were examined. Participants were 905 middle school students from rural, low-income communities in the Midwestern United States (50% girls, 46% boys; Mage = 12.94 years). Students completed self-report surveys in the fall and spring of the 2022-2023 school year. Results revealed that students' perceptions of their classmates' prosocial behavior were positively associated with students' own prosocial behavior. Students' own prosocial behavior was positively associated with all three dimensions of engagement. The positive indirect effect of classmates' prosocial behavior on engagement through students' own prosocial behavior was significant. The findings highlight the importance of classmates' behavior on individuals' academic engagement and offer insights into classroom-based interventions aimed at improving collective behavior.

Measuring Teacher Talk and the Behavior of Autistic Students in Preschool Through Third-Grade Special Education Mathematics Activities

ObjectivesTeacher talk provides the medium for teaching and learning. However, there has been little emphasis on conceptualizing and measuring teacher talk within specific contexts and populations or the influence that child behavior has on teacher talk. We described and investigated varying models of teacher talk directed individually toward autistic students within 96 special education mathematics activities drawn from larger mathematics lessons. We also examined child behavior within mathematics contexts measured through observation and via teacher report.MethodsOur participants included 39 preschool–third-grade teachers across 14 districts in California and their 66 autistic students (Mage = 6.74 years, SD = 2.04). We utilized archival video observations from the start of the school year collected as part of a longitudinal study examining a classroom-based intervention for autistic students.ResultsOur findings provide support for a five-factor model of teacher talk (instructional talk, questioning techniques, responsive language, directive language, and foundational talk) and shed light upon teachers’ overuse of directive language to direct or redirect autistic students’ behavior relative to the other talk dimensions. We also documented a significant positive association between teachers’ use of non-task-related directives and student emotion dysregulation.ConclusionsThis detailed evaluation of teacher talk provides a promising means for gauging the quality of instructional talk and the experiences of elementary-aged autistic students within special education mathematics contexts. Tailoring professional development for educators that centers on understanding developmental characteristics associated with autism and highlighting teacher talk as a targeted intervention is an area for further study.

Adopting ChatGPT as a writing buddy in the advanced L2 writing class

Since its release, ChatGPT has raised concerns in many teaching contexts given its threat to reliably evaluating learners’ knowledge and skills. Within task-based pedagogy, however, this technology opens new avenues for second language (L2) teaching when adopting the technology as a writing buddy. Our study explores how ChatGPT as a model impacts the revision process of advanced L2 writers of German. Twenty-two university students participated in a two-week classroom-based intervention, producing two summaries of popular-scientific texts in L2 German. After writing a first draft, they compared their summaries with texts produced by ChatGPT (3.5) and revised, where necessary, their own text. In this paper, we analyze all students’ rubrics-based ratings of the ChatGPT models and present data of six focus students’ screen-recorded revision processes that we coded for revision focus, source, and success. Results reveal students’ growing awareness of characteristics of ChatGPT-output, such as linguistic accuracy and fluency, as well as its flaws in content provision. Revision data demonstrate that students skillfully made use of the models to improve their own texts. To conclude, our study provides evidence that using ChatGPT as models in writing and revision processes can stimulate higher-order thinking in the revision process of advanced L2 students.

Associations between Middle Schoolers’ Adjustment and Perceptions of Their Teachers’ Social-Emotional Practices

Middle school students’ prosocial behavior, classroom engagement, and sense of belonging tend to decline across the school year. This study addressed whether these declines are associated with students’ perceptions of their relationship with their teacher and the extent to which their teacher promoted respect among classmates. Self-report surveys were gathered in fall and spring from middle school students (N = 351) in low-income, rural communities. Results indicated within-year declines for boys in prosocial behavior, affective engagement, belonging, student-teacher relationships, and teacher promotion of classroom respect; there were smaller to no effects for girls. However, when students perceived improvements in their teacher’s social-emotional practices over the school year, they reported increased prosocial behavior, engagement and belonging at the end of the school year. Results were stronger for boys. These results suggest that students’ perceptions of their teachers’ social-emotional practices can have important implications for their engagement and social development across the school year, especially among boys. Suggestions for classroom-based interventions are discussed.

Using a theory of change approach to support teachers’ action research inquiries

ABSTRACT Engaging teachers in action research (AR) in their own classrooms has long been established as a means to support their professional development and the quality of their practice. Yet it also presents distinct challenges. Teachers have to find ways to align the requirements of teaching practice and AR, within the demands of their education systems. This paper explores whether teachers could be supported in this by using a Theory of Change (ToC) approach within their AR projects. Data are reported from a small-scale empirical study where teachers received training on applying a ToC approach to the development, implementation and monitoring of their own classroom-based interventions. Findings suggest this helped them to think critically about, and make changes to, their practice, while also strengthening their AR’s rigour and transferability. It was, however, less successful in developing teachers’ thinking about evidencing impact, with wider policy emphases on identifying interventions that work to improve outcomes on narrow measures remaining influential. The paper concludes that a ToC approach can be valuable within teachers’ AR projects but raises questions about what might realistically be expected when it is applied in ways commensurate with teachers’ capacities and prior research experience, in contexts dominated by discourses about ‘what works’.

Improving 5th Grade Mathematics Knowledge with Worked Examples and Self-Explanation Prompts

Prior short-term studies have shown the effectiveness of worked examples and self-explanation prompts in improving elementary students’ mathematics knowledge. However, year-long classroom-based interventions have been tested only with older students. The purpose of the current study was to explore the effectiveness of a year-long classroom intervention, MathByExample, which paired worked examples and self-explanation prompts with practice problems. We utilized a classroom-based experimental design where 5th-grade classrooms were randomly assigned to one of two conditions. Findings illustrate that intervention dosage impacts the effectiveness of the intervention in improving 5th graders’ grade-level mathematics knowledge. In addition, prior knowledge impacted the effectiveness of the intervention for two of the four outcome variables. This study expands the literature on the use of worked examples and self-explanation prompts in several ways. It provides evidence that this tool has the potential to improve elementary students’ learning. It included four different measures of math knowledge, which provides stronger support for the effectiveness of the intervention. Finally, it adds to the literature that shows the benefits of studying and explaining both correct and incorrect worked examples.

Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies

Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies

Preprofessional teachers’ and speech-language pathologists’ attitudes toward collaborative service delivery in classrooms

Despite policies favoring delivery of interventions for children with communication disorders in the classroom, most school-based interventions are delivered outside the classroom. Both teachers and speech-language pathologists (SLPs) have been found to have positive attitudes toward classroom-delivered intervention and the collaboration skills required to implement it. The purpose of this study was to explore preservice teacher and SLP attitudes toward inclusive service delivery and perceptions of their collaboration skills. The study used convergent mixed-methods, two-group design with participants completing an assignment requiring interprofessional collaboration. Twenty-nine preservice teachers and SLPs consented to the preassignment survey, and 37 consented to the postassignment survey. Compared to preservice teachers, preservice SLPs more strongly agreed that interventions are best delivered in the classroom. After the collaborative assignment, participants more strongly agreed that SLPs should implement classroom-based interventions. The preservice SLPs more strongly agreed that they had skills to identify children's language needs in the classroom. Barriers to collaboration included differences in goals, role understanding, and level of preparation across the professions. The findings suggest that to foster more inclusive delivery, professional preparation programs require more focus on building skills in respectfully managing differences in what each professional brings to classroom-based language interventions.