Corinna F Grindle
Biographic Data
| ID | 4628139 |
|---|---|
| NAME | Corinna F Grindle |
| GIVEN NAMES | Corinna F |
| FAMILY NAME | Grindle |
| SIGNATURE | GRINDLE C F |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0002-9860-1968 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Adding implementation support to a universal Acceptance and Commitment Therapy-based school well-being intervention
Effectiveness of Headsprout Early Reading® in Special Educational Needs Schools
Children with intellectual disabilities often find acquiring age‐appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two‐armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of B…
Facilitators and barriers to the implementation of the picture exchange communication system (Pecs)
Impact of Covid ‐19 lockdown in England on challenging behaviour and adaptive skills for children in a special school
Longitudinal research is crucial to fully assess the putative impact of the COVID‐19 pandemic on children with an intellectual disability in special school settings—ideally drawing on data pre‐pandemic to be able to evaluate later impact. Data on challenging behaviour and adaptive skills were collected annually for 348 students in one special school across four time points pre‐pandemic and one time point post‐pandemic. Data were analysed using mu…
Headsprout ® Early Reading for children with severe intellectual disabilities
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout ® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty‐five children from a special school were randomly al…
No prominent works on this page.
Headsprout ® Early Reading for children with severe intellectual disabilities
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout ® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty‐five children from a special school were randomly al…
Facilitators and barriers to the implementation of the picture exchange communication system (Pecs)
Impact of Covid ‐19 lockdown in England on challenging behaviour and adaptive skills for children in a special school
Longitudinal research is crucial to fully assess the putative impact of the COVID‐19 pandemic on children with an intellectual disability in special school settings—ideally drawing on data pre‐pandemic to be able to evaluate later impact. Data on challenging behaviour and adaptive skills were collected annually for 348 students in one special school across four time points pre‐pandemic and one time point post‐pandemic. Data were analysed using mu…
Adding implementation support to a universal Acceptance and Commitment Therapy-based school well-being intervention
Effectiveness of Headsprout Early Reading® in Special Educational Needs Schools
Children with intellectual disabilities often find acquiring age‐appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two‐armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of B…
Medicine (3 works) · Psychology (3 works) · Randomized controlled trial (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Cluster randomised controlled trial (2 works) · Developmental psychology (2 works) · Family and Disability Support Research (2 works) · Mathematics education (2 works) · Psychiatry (2 works) · Reading and Literacy Development (2 works)