The Effect of the Fidget Cube on Classroom Behavior among Students with Perceived Attention Difficulties.

Fidget toys, one class of sensory-based interventions, enjoy favorable coverage in popular media outlets supporting their impact on attention, memory, and stress. However, there is minimal data supporting their use in the classroom. The present study used an ABAB withdrawal design to investigate the impact of noncontingent access to a commercially available fidget toy, the Fidget Cube, on academically engaged behavior, off-task behavior, Fidget Cube engagement, math problems attempted, and math problems completed accurately during independent seatwork. Participants were three 3rd-graders referred for having attention difficulties. Results indicated that noncontingent access to the Fidget Cube during independent seatwork did not improve study outcomes. Participants engaged with the Fidget Cube less in the second intervention phase than the first. Results suggest school personnel should consider alternative strategies for students with perceived attention difficulties. Limitations of the study are discussed, along with future directions for research.

The effects of an online DBR training module on rater accuracy.

A multiple baseline design across four teachers was used to investigate the effects of an online Direct Behavior Rating (DBR) training module on rater accuracy of academic engagement, respect, and disruptive behavior. Rater accuracy was examined by comparing Direct Behavior Rating-Single Item Scales (DBR-SIS) completed by classroom teachers to systematic direct observation. Teacher acceptability of DBR-SIS was also investigated. Teachers rated the use of DBR-SIS as a formative evaluation tool favorably. Rater accuracy of DBR-SIS was generally higher after teachers completed the online training module. However, a visual analysis of the data revealed no clear impact of the online training. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Examining the role of time and language type in reading development for English Language Learners.

The purpose of this study was to examine the development of English reading achievement among English Language Learners (ELLs) and to determine whether the time that an ELL's family was in the United States and the type of native language spoken affected their reading development. Participants were 300 third-grade ELLs from two different native language backgrounds (93 Somali-speaking and 207 Spanish-speaking students) who attended a large Midwestern urban school district. Students' reading achievement was assessed using curriculum-based measurement and a statewide reading assessment. Moderated multiple regression and multiple-group latent growth curve analyses were conducted. Results indicated that the time an ELL's family had been in the U.S. was an important factor in understanding the development of ELLs' reading achievement, whereas language type did not appear to be as important. Implications for research and practice associated with understanding and promoting English reading development among ELLs are discussed.