Research behind Ask Evident
Ask Evident uses selected passages from these classroom guides to help explain teaching practices. Each answer links to the passage it uses so you can read it in context.
The research supports particular practices and grade ranges. It does not validate an Evident chart, score or individual goal.
Guides currently used
Classroom behavior
Teacher-Delivered Behavioral Interventions in Grades K–5 (opens in a new tab)
Clear expectations, classroom support and teaching students to track their own actions.
Source details and limits: Teacher-Delivered Behavioral Interventions in Grades K–5
Kathleen Lynne Lane et al. · Institute of Education Sciences / What Works Clearinghouse
- Low-intensity classroom supports; not an individualized clinical or crisis protocol.
- Keep evidence level attached to each recommendation.
- Do not generalize the K–5 evidence to high school without additional support.
Reuse terms: US public domain · Source rights notice · 17 selected passages
Kathleen Lynne Lane et al. (2024). Teacher-Delivered Behavioral Interventions in Grades K–5. Institute of Education Sciences / What Works Clearinghouse. https://ies.ed.gov/ncee/WWC/PracticeGuide/31/Published. PUBLIC-DOMAIN-US. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Reading in later grades
Improving Adolescent Literacy: Effective Classroom and Intervention Practices (opens in a new tab)
Vocabulary, comprehension and reading engagement. This older guide may need more recent evidence alongside it.
Source details and limits: Improving Adolescent Literacy: Effective Classroom and Intervention Practices
Michael L. Kamil et al. · Institute of Education Sciences / What Works Clearinghouse
- Older guide; pair intervention advice with the 2022 grades 4–9 guide where applicable.
- This does not reproduce Donalyn Miller's classroom system or establish her specific book-count requirements.
Reuse terms: US public domain · Source rights notice · 4 selected passages
Michael L. Kamil et al. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. Institute of Education Sciences / What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/PracticeGuide/8. PUBLIC-DOMAIN-US. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Early reading
Improving Reading Comprehension in Kindergarten Through 3rd Grade (opens in a new tab)
Helping younger students understand what they read.
Source details and limits: Improving Reading Comprehension in Kindergarten Through 3rd Grade
Timothy Shanahan et al. · Institute of Education Sciences / What Works Clearinghouse
- Evidence ratings differ across recommendations; do not label the whole guide uniformly strong evidence.
- Keep the K–3 scope.
Reuse terms: US public domain · Source rights notice · 6 selected passages
Timothy Shanahan et al. (2010). Improving Reading Comprehension in Kindergarten Through 3rd Grade. Institute of Education Sciences / What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/PracticeGuide/14. PUBLIC-DOMAIN-US. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
About the chart guidance
The tips in the chart creator help you agree on what to observe, when to check in and what each mark means. You can add your own notes to the printed chart.
Research and limits of these tips
The tips are written by Evident. Faces, points and other chart marks are not validated rating scales. The sources do not establish that a particular layout, reward rule or individual target will work, or that K–5 findings apply to secondary school. These charts are not clinical treatment.
The K–5 guide by Lane et al. (2024) discusses clear, observable expectations (Recommendation 1, printed p. 8 / PDF p. 14), teaching self-monitoring (Recommendation 6, printed p. 54 / PDF p. 60) and when self-monitoring may be suitable (printed p. 57 / PDF p. 63).
Teacher-Delivered Behavioral Interventions in Grades K–5, IES / What Works Clearinghouse. US public domain reuse notice. The authors and agencies do not endorse Evident.
Other sources and review notes
These sources are not used in Ask Evident answers.
Sources still being reviewed (8)
Passage selection and checks on grade range and reuse permissions are not yet complete.
Educational Psychology (opens in a new tab)
Source details and limits: Educational Psychology
Kelvin Seifert, Rosemary Sutton · Global Text Project; University of Manitoba / Cleveland State University
- Background textbook, not a current systematic review.
- Do not use 2009 legal, diagnostic, medical or policy material as current guidance.
- Do not follow the Manitoba Read Online link into a different adapted Lumen book; verify title, authors and license on the actual content.
- Other adaptations of this title carry NC terms and are outside this selection.
Reuse terms: CC-BY-3.0 · Source rights notice
Kelvin Seifert, Rosemary Sutton (2009). Educational Psychology. Global Text Project; University of Manitoba / Cleveland State University. https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Educational_Psychology_(Seifert_and_Sutton). CC-BY-3.0. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Child Growth and Development (opens in a new tab)
Source details and limits: Child Growth and Development
Jennifer Paris, Antoinette Ricardo, Dawn Rymond · College of the Canyons / LibreTexts
- Broad developmental orientation; historical theories must be identified as such.
- Avoid ingestion of unrelated health, vaccination, medical, or pregnancy guidance for this classroom assistant.
- Do not import Canadian adaptations carrying NC terms.
- Detailed Licensing link on the inspected cover page redirected to another book; inspect actual section-level credits instead of trusting that link.
- Download inspection found NC/ND/ShareAlike credits inside numerous selected leaf pages. Whole affected pages are held, even when only an image might be restricted; the book-level CC BY wrapper is not treated as blanket clearance.
Reuse terms: CC-BY-4.0
Jennifer Paris, Antoinette Ricardo, Dawn Rymond (2019). Child Growth and Development. College of the Canyons / LibreTexts. https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/General_Child_Development/Child_Growth_and_Development_(Paris_Ricardo_Rymond_and_Johnson). CC-BY-4.0. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Organizing Instruction and Study to Improve Student Learning (opens in a new tab)
Source details and limits: Organizing Instruction and Study to Improve Student Learning
Harold Pashler et al. · Institute of Education Sciences
- Older synthesis: use as a foundation, not a claim that all later evidence has been reviewed.
- Retain evidence ratings and recommendation-specific conditions.
Reuse terms: US public domain · Source rights notice
Harold Pashler et al. (2007). Organizing Instruction and Study to Improve Student Learning. Institute of Education Sciences. https://ies.ed.gov/ncee/wwc/PracticeGuide/1. PUBLIC-DOMAIN-US. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Providing Reading Interventions for Students in Grades 4–9 (opens in a new tab)
Source details and limits: Providing Reading Interventions for Students in Grades 4–9
Sharon Vaughn et al. · Institute of Education Sciences / What Works Clearinghouse
- Intervention guidance is not an individual assessment of a particular student's reading difficulties.
- Use the full guide URL: the overview is only one page.
Reuse terms: US public domain · Source rights notice
Sharon Vaughn et al. (2022). Providing Reading Interventions for Students in Grades 4–9. Institute of Education Sciences / What Works Clearinghouse. https://ies.ed.gov/ncee/WWC/PracticeGuide/29. PUBLIC-DOMAIN-US. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis (opens in a new tab)
Source details and limits: Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis
Alexandra Patzak, Xiaorong Zhang · Educational Psychology Review / Springer Nature
- Combines varied definitions, measures and designs; pooled associations are not universal causal guarantees.
- Useful corrective to treating autonomy support as absence of classroom structure.
- Rights to named programs and third-party materials are not conferred by the review.
Reuse terms: CC-BY-4.0
Alexandra Patzak, Xiaorong Zhang (2025). Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis. Educational Psychology Review / Springer Nature. https://link.springer.com/article/10.1007/s10648-025-09994-2. CC-BY-4.0. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies (opens in a new tab)
Source details and limits: Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies
Dong Yang, Peng Chen, Huanhuan Wang, Kai Wang, Ronghuai Huang · Frontiers in Psychology
- 31 studies, mostly questionnaire-based and nonintervention; longitudinal association does not establish causation.
- The prose reverses intervention counts compared with Table 7; use the table's 5 intervention / 26 nonintervention counts if needed, or omit counts.
- Evidence is geographically concentrated.
Reuse terms: CC-BY-4.0
Dong Yang, Peng Chen, Huanhuan Wang, Kai Wang, Ronghuai Huang (2022). Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies. Frontiers in Psychology. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.925955/full. CC-BY-4.0. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Emotional Self-Regulation in Everyday Life: A Systematic Review (opens in a new tab)
Source details and limits: Emotional Self-Regulation in Everyday Life: A Systematic Review
Marina Alarcón-Espinoza, Susana Sanduvete-Chaves, M. Teresa Anguera, Paula Samper García, Salvador Chacón-Moscoso · Frontiers in Psychology
- 14 observational studies; not a tested classroom intervention manual.
- Do not generalize the preschool-heavy sample to all adolescent situations.
- Do not infer a child's diagnosis or attachment history from observed behavior.
Reuse terms: CC-BY-4.0
Marina Alarcón-Espinoza, Susana Sanduvete-Chaves, M. Teresa Anguera, Paula Samper García, Salvador Chacón-Moscoso (2022). Emotional Self-Regulation in Everyday Life: A Systematic Review. Frontiers in Psychology. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.884756/full. CC-BY-4.0. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis (opens in a new tab)
Source details and limits: Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis
Hannah Gaffney, Maria M. Ttofi, David P. Farrington · Campbell Systematic Reviews; publisher version now hosted by SAGE
- 100 studies; literature search ended December 2016, despite 2021 publication.
- Program-level evidence does not guarantee that any isolated technique works.
- Commercial program manuals, branded curricula and instruments described in the review retain their own rights.
Reuse terms: CC-BY-4.0
Hannah Gaffney, Maria M. Ttofi, David P. Farrington (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews; publisher version now hosted by SAGE. https://journals.sagepub.com/doi/10.1002/cl2.1143. CC-BY-4.0. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
Sources outside classroom guidance (1)
These materials are excluded from the teaching collection. Ask Evident does not provide clinical care.
Effect of Psychosocial Interventions on Children and Youth Emotion Regulation: A Meta-Analysis (opens in a new tab)
Source details and limits: Effect of Psychosocial Interventions on Children and Youth Emotion Regulation: A Meta-Analysis
Kristin Espenes, Anita J. Tørmoen, Kristian Rognstad, Karianne H. Nilsen, Pamela M. Waaler, Tore Wentzel-Larsen, John Kjøbli · Administration and Policy in Mental Health and Mental Health Services Research / Springer Nature
- Clinical intervention evidence, not a teacher-delivered therapy guide.
- Excludes populations including autism and intellectual impairment; do not generalize to them.
- Do not ingest proprietary scales, treatment manuals or diagnostic instruments referenced by the review.
Reuse terms: CC-BY-4.0
Kristin Espenes, Anita J. Tørmoen, Kristian Rognstad, Karianne H. Nilsen, Pamela M. Waaler, Tore Wentzel-Larsen, John Kjøbli (2024). Effect of Psychosocial Interventions on Children and Youth Emotion Regulation: A Meta-Analysis. Administration and Policy in Mental Health and Mental Health Services Research / Springer Nature. https://link.springer.com/article/10.1007/s10488-024-01373-3. CC-BY-4.0. Adapted/excerpted for Evident; changes must be identified.
Extracted and selected for Evident; whitespace and PDF line-wrap hyphenation normalized; images/tables and flagged material omitted. The original source was not authored or endorsed by Evident.
How sources are selected and credited
Rights records checked October 26, 2026. This library does not cover all research or guarantee that a source is current for every purpose. We do not claim to have trained a model on these works. Source names do not imply endorsement.
Selections omit flagged images, tables, worksheets and third-party material. A source-level license does not clear every item within a work, or grant permission to reproduce the intervention manuals it cites.
New goal wording and classroom applications are identified as Evident adaptations. Teacher-role referral guidance is written by Evident rather than drawn from these publications.