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In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and (c) describe a threshold of teacher behaviors most associated with low levels of challenging student behavior. Participants were 55 teachers observed using a modified version of the Student Behavior Teacher Response (SBTR) system. Across grades, there was variability in rates of classwide challenging behavior per hour (M = 35.81 to 102.62) and rates of praise per hour (M = 10.90 to 37.70). The percentage of challenging behaviors to which teachers responded appropriately was generally low (M = 27% to 47%) and stable across grades. For classwide challenging behavior, higher percentages of appropriate teacher response were significantly associated with lower rates of challenging behavior (b = -0.43; p < 0.01), but effective commands and labeled praise were not. Classwide challenging behaviors dropped to 30 per hour once teachers reach a threshold of 51% appropriate response, with little incremental benefit at higher levels. Implications for professional development and future study of behavior management practices are discussed.

This study employed propensity score matching and regression analysis to determine whether or not a retention scholarship pilot program at a mid-size public research university was effective at increasing first-year retention. The scholarship pilot did not require any application process for students but rather used a predictive logistic regression model for identifying recipients and automatically awarded students $5,000. The scholarship was only awarded for the students' sophomore year. The award was not continued as students persisted to their junior and senior years. Findings demonstrated that students who did not receive the scholarship were two times more likely to depart from the institution at the end of their first year compared with scholarship recipients. Longitudinally, nonscholarship recipients were 1.4 times more likely to depart at the end of their sophomore year.

Atmospheric deposition is a source of potentially bioavailable iron (Fe) and thus can partially control biological productivity in large parts of the ocean. However, the explanation of observed high aerosol Fe solubility compared to that in soil particles is still controversial, as several hypotheses have been proposed to explain this observation. Here, a statistical analysis of aerosol Fe solubility estimated from four models and observations compiled from multiple field campaigns suggests that pyrogenic aerosols are the main sources of aerosols with high Fe solubility at low concentration. Additionally, we find that field data over the Southern Ocean display a much wider range in aerosol Fe solubility compared to the models, which indicate an underestimation of labile Fe concentrations by a factor of 15. These findings suggest that pyrogenic Fe-containing aerosols are important sources of atmospheric bioavailable Fe to the open ocean and crucial for predicting anthropogenic perturbations to marine productivity.

Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers' implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent. [For the corresponding grantee submission, see ED610850.]

One study has examined the month-to-month effectiveness of the daily report card (DRC) intervention for students with disruptive behavior, yet these findings have not been replicated. With a sample of 37 student-teacher dyads (Kindergarten-5th grade), we sought to replicate previous findings with an independent sample and advance the literature by using a nonparametric effect size (ES) that accounts for baseline trends, examining academic and behavioral DRC target behaviors separately, and examining differences between optimal and suboptimal intervention responders. Replicating findings from the previous study, large improvement in behavioral and academic DRC target behaviors was demonstrated in the first month of intervention, with small incremental gains and/or maintenance of effects observed in months 2, 3, and 4. Differences assessed between optimal and suboptimal responders were not statistically significant. However, trends, particularly those for optimal and suboptimal responders to behavioral targets on the DRC, suggest that teacher consistency in responding to classroom rule violations is an important variable for future study. The results replicate previous findings and suggest important directions for future research on classroom intervention implementation and intervention decision making.

In the context of best practices consultation with high needs teachers, we examined (a) relations between teachers' appropriate response to student rule violations and rates of rule violations, and (b) rates of student misbehavior among teachers who do and do not achieve various benchmarks of integrity and/or growth in skills. Participants were 48 teachers, 48 target students with or at risk for attention deficit hyperactivity disorder (ADHD; one per teacher), and remaining students in each classroom. Teachers received up to eight consultation sessions on classroom management and implementation of a daily report card (DRC) with the target student. We observed classwide rule violations, target student rule violations, and DRC violations, as well as the percentage of rule violations to which the teacher provided an appropriate response. Teachers who responded to a higher percentage of rule violations had fewer classwide rule violations (rs = -0.32 to -0.53) and target student rule violations (rs = -0.22 to -0.51) at baseline, Months 1 to 2, and Months 3 to 4 of consultation. Teachers who reached the minimum benchmark of 51% appropriate response and who demonstrated greater growth in appropriate responding witnessed fewer rule violations than teachers who did not achieve these benchmarks. Implications for preservice training, professional development, and consultation are discussed. [For the corresponding grantee submission, see ED598694.]

Historically, teachers' uptake and implementation of empirically supported classroom interventions have involved substantial face-to-face consultation. However, most schools do not have the resources to provide this intensive level of support and many teachers may not need it. Thus, evaluation of alternative supports is warranted. In this pilot study, we evaluated the feasibility and effectiveness of an interactive web-based technology [i.e., the Daily Report Card.Online (DRC.O)] designed to facilitate teachers' use of the DRC with minimal external support and examined individual teacher characteristics associated with DRC use. Elementary school teachers (N = 54) were given access to the DRC.O Web site and asked to use it to implement a DRC with one child. With regard to implementation, 16% were short-term adopters (less than 1 month) and 39% were long-term adopters (1-7 months of use). On average, short-term adopters adhered to 37% of data entry procedures, whereas long-term adopters adhered to 74% of data entry procedures. Higher teacher stress was associated with shorter use and lower adherence. Web site analytics revealed that, on average, long-term adopters completed all steps of DRC development in less than 1 h and spent only 3 min per day engaged in data entry for progress monitoring. The magnitude of change in student target behaviors and "Strengths and Difficulties Questionnaire" scores was moderate to large. These results reveal the feasibility and promise of the DRC.O and generate hypotheses for future research. Implications for additional evaluation of technology-driven implementation supports for teachers are discussed.

The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom interventions. However, prior programs have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aim of this study was to examine a potentially more feasible level of support that leverages both online PD and low-intensity consultation to produce successful adoption of a daily report card (DRC) intervention and positive student outcomes. Using a quasi-experimental design, elementary school teachers (N = 33) were provided access to an interactive online program and brief, in-person consultation, as needed. Over half of teachers (51.5%) who received access to the Web site adopted the intervention for at least 8 weeks. These teachers demonstrated acceptable levels of implementation integrity, and their students demonstrated improvements in overall (d = 0.53) and hyperactive and inattentive (d = 0.83) problems. Importantly, teachers achieved these outcomes using an average of 32 min of face-to-face consultation. The results suggest that, for some teachers, online supports may offer a more feasible means of supporting implementation of a DRC than traditional face-to-face consultation. Online supports may provide a promising direction for increasing the dissemination of the DRC and other evidence-based interventions. Future directions for improving technology and implications for integrating online PD into a continuum of supports for teachers are discussed. [For a related dissertation, see ED584986.]

In this study, we intend to determine if reading tests aloud provides a differential boost to youth with elevated symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) relative to same-aged peers. Participants were 36 youth, 44% with or at risk for ADHD, who participated in a week long summer camp. Over the course of the week, youth attended five 45-min classroom periods followed by 10-min tests. Participants were randomized into one of two conditions (i.e., read aloud and silent) that alternated across 5 days. Results indicate that reading tests aloud in small groups significantly improved the testing performance of youth with or at risk for ADHD and provided a differential boost relative to youth without ADHD. Implications for special education practice and future research are discussed.