![]() ![]() The EEF has no further plans to fund a further trial of IY®-TCM. The latter is particularly important given the differing impact results depending on training attendance. The biggest barriers to effective implementation were ensuring that schools and teachers understood the aims of the training, and the time and cost challenges of releasing teachers to attend all six training days. There was also some evidence that behaviour management had improved more for the intervention teachers, although this is self-reported. Teachers who attended the training showed larger improvement in perceived self-efficacy compared to teachers who did not receive the intervention. When the amount of training teachers attended is not taken into account, there is no evidence of an impact on behaviour or mental health outcomes for pupils analysed in the evaluation. Children will learn the fundamentals amid a galaxy of stars Available in small & large rectangle sizes to meet all of your room size requirements. This impact was small and there may be other differences between teachers that attended sessions and those that did not which could contribute to the difference in impact. There is some evidence to suggest that when teachers attended at least four out of six training sessions, the intervention had a small positive impact on pupils’ behaviour when assessed by their classroom teachers. Surveys, observations, interviews, and case studies were also undertaken to evaluate the programme’s implementation, but not all of these could be completed. Behaviour and mental health outcomes (as assessed by classroom teachers) were collected, but these had low response rates. One of the most essential service the teachers for this age group (high energy level combined with high curiosity) is. STARS data will be used to identify what courses each teacher teaches and the students within those courses. Attainment outcomes could not be collected due to the cancellation of KS1 SATs. STARS is the application all schools use to record offered courses, teacher assignments, and student schedules. The trial continued to be implemented, but pupils’ exposure to the intervention was reduced, as they spent less time with the teacher in the classroom. The Plough and the Stars Classroom Questions contains 160 questions and 44 teacher pointers, divided by Act, to keep students engaged and actively thinking. However, the project and its evaluation were affected by the 20 partial school closures caused by the Covid-19 pandemic. It is a strong candidate for evaluation in trial. The IY-TCM programme is well established, having been evaluated in several countries, as well as being trialled in England recently by the delivery team. Programmes such as IY® – TCM that incorporate social and emotional learning (SEL) were found to have the biggest effects, particularly on SEL outcomes but also on attainment. IY® – TCM is a popular programme internationally with four RCTs, including two from the UK, showing strong evidence of impact on behavioural outcomes.Ī high-quality meta-analysis of teacher classroom management approaches (Korpershoek, 2017) found that classroom management interventions have a significant effect on various student outcome measures, including attainment. The STAR Program includes detailed lesson plans, teaching materials, data systems and a curriculum-based assessment for teaching in the six curricular areas of receptive language, expressive language, spontaneous language, functional routines, academics, and play & social skills.The general evidence for behaviour programmes suggests that improving behaviour can improve attainment, which is what this project set out to explore. ![]() The STAR Program is the only curriculum that has been validated by multiple independent randomized control trials ( including IES and NIH Grants) on the market today. The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines form the instructional base of this comprehensive program for children with autism. STAR 2.0 is now Available! Click here to learn more. ![]() #STARS CLASSROOM PROFESSIONAL#The STAR Program (Strategies for Teaching based on Autism Research, Arick, Loos, Falco, Krug, 2015) teaches children with autism the critical skills identified by the 2001 National Research Council and uses many of the evidence-based practices identified in the 2009 National Standards Report and 2014 National Professional Development Report. ![]()
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