Tara C. Moore
University of Tennessee
27 Papers
98 Citations
Tara C. Moore is an academic researcher from University of Tennessee. The author has contributed to research in topics: Special education & Classroom management. The author has an hindex of 8, co-authored 24 publications.
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Papers
Teachers’ Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies:
Tara C. Moore,Joseph H. Wehby,Regina M. Oliver,Jason C. Chow,Jason R. Gordon,Laura A. Mahany +5 more
TL;DR: Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined in this paper, where a total of 160 elementary teachers from two districts in differen...
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Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria
Katelyn C. Scott,Christopher H. Skinner,Tara C. Moore,Merilee McCurdy,Dennis Ciancio,David F. Cihak +5 more
TL;DR: In this paper, an adapted alternating treatments design was used to evaluate and compare the effects of two group contingency interventions on mathematics assignment accuracy in an intact first-grade classroom, with little differences between the two interventions.
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Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting
TL;DR: Comparing the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability found each participant either clearly responded better in the teachers' condition or reported a preference for the teacher's condition.
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Evidence Review for Teacher Praise to Improve Students' Classroom Behavior.
Tara C. Moore,Daniel M. Maggin,Kelly Thompson,Jason R. Gordon,Stephanie Daniels,Lucinda E. Lang +5 more
TL;DR: In this article, a systematic review was conducted to examine the evidence base for teacher praise for students without severe disabilities in K-12 classroom settings and concluded that there is currently insufficient evidence to identify teacher praise as an evidence-based practice for this population of students.
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Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment
TL;DR: Results support the use of podcast delivery as a viable alternative to the traditional teacher-delivered read-aloud test accommodation and in the context of universal design for learning testing accommodations for future research and practice.
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