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About Ask Evident

The research library, in the open.

This register distinguishes what the beta consults from what is still being reviewed. Answers should link to the particular supporting passage, with its page or section, scope, attribution and reuse notice. We do not claim to have trained a model on these works or to cover the whole literature.

Rights records checked October 26, 2026. This is a selection record, not a guarantee that every source is current for every purpose. Publisher, author and government names identify sources; they do not imply endorsement.

Selected for the dashboard beta

Only the selected passages from these guides can be retrieved by the beta. A guide’s recommendation rating applies to that practice and population, not to an Evident chart or generated goal.

  1. Teacher-Delivered Behavioral Interventions in Grades K–5

    Kathleen Lynne Lane et al. · 2024 · Institute of Education Sciences / What Works Clearinghouse

    Scope: Grades K–5

    Recorded reuse basis: US public domain · Source rights notice · 17 selected passages

    • 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.
    Attribution and changes

    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.

  2. Improving Adolescent Literacy: Effective Classroom and Intervention Practices

    Michael L. Kamil et al. · 2008 · Institute of Education Sciences / What Works Clearinghouse

    Scope: Grades 4–12

    Recorded reuse basis: US public domain · Source rights notice · 4 selected passages

    • 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.
    Attribution and changes

    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.

  3. Improving Reading Comprehension in Kindergarten Through 3rd Grade

    Timothy Shanahan et al. · 2010 · Institute of Education Sciences / What Works Clearinghouse

    Scope: Grades K–3

    Recorded reuse basis: US public domain · Source rights notice · 6 selected passages

    • Evidence ratings differ across recommendations; do not label the whole guide uniformly strong evidence.
    • Keep the K–3 scope.
    Attribution and changes

    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.

Collected; further review required

These are part of the wider research project. They are excluded from beta answers until passage selection and scope review are complete. A source-level license does not clear every third-party figure, quotation or instrument within a work.

  1. Educational Psychology

    Kelvin Seifert, Rosemary Sutton · 2009 · Global Text Project; University of Manitoba / Cleveland State University

    Scope: School-age children and adolescents; section-specific

    Recorded reuse basis: CC-BY-3.0 · Source rights notice

    • 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.
    Attribution and changes

    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.

  2. Child Growth and Development

    Jennifer Paris, Antoinette Ricardo, Dawn Rymond · 2019 · College of the Canyons / LibreTexts

    Scope: Conception through adolescence; prioritize preschool through adolescence

    Recorded reuse basis: CC-BY-4.0

    • 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.
    Attribution and changes

    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.

  3. Organizing Instruction and Study to Improve Student Learning

    Harold Pashler et al. · 2007 · Institute of Education Sciences

    Scope: School learning and study; age applicability varies by recommendation and underlying studies

    Recorded reuse basis: US public domain · Source rights notice

    • Older synthesis: use as a foundation, not a claim that all later evidence has been reviewed.
    • Retain evidence ratings and recommendation-specific conditions.
    Attribution and changes

    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.

  4. Providing Reading Interventions for Students in Grades 4–9

    Sharon Vaughn et al. · 2022 · Institute of Education Sciences / What Works Clearinghouse

    Scope: Grades 4–9; students needing reading intervention

    Recorded reuse basis: US public domain · Source rights notice

    • 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.
    Attribution and changes

    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.

  5. Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis

    Alexandra Patzak, Xiaorong Zhang · 2025 · Educational Psychology Review / Springer Nature

    Scope: Mixed school levels; retain school-level moderators and study-specific applicability

    Recorded reuse basis: CC-BY-4.0

    • 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.
    Attribution and changes

    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.

  6. Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies

    Dong Yang, Peng Chen, Huanhuan Wang, Kai Wang, Ronghuai Huang · 2022 · Frontiers in Psychology

    Scope: Mostly upper secondary in the reviewed evidence; includes other levels

    Recorded reuse basis: CC-BY-4.0

    • 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.
    Attribution and changes

    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.

  7. Emotional Self-Regulation in Everyday Life: A Systematic Review

    Marina Alarcón-Espinoza, Susana Sanduvete-Chaves, M. Teresa Anguera, Paula Samper García, Salvador Chacón-Moscoso · 2022 · Frontiers in Psychology

    Scope: Under 18 by inclusion criteria; actual evidence largely preschool

    Recorded reuse basis: CC-BY-4.0

    • 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.
    Attribution and changes

    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.

  8. 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 · 2021 · Campbell Systematic Reviews; publisher version now hosted by SAGE

    Scope: School-aged children, approximately 4–18

    Recorded reuse basis: CC-BY-4.0

    • 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.
    Attribution and changes

    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.

Held outside the teaching collection

These materials are not retrieved by the beta. Their presence in this register does not make Ask Evident a clinical service.

  1. 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 · 2024 · Administration and Policy in Mental Health and Mental Health Services Research / Springer Nature

    Scope: Clinical/subclinical children and youth; included-study mean age up to 23

    Recorded reuse basis: CC-BY-4.0

    • 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.
    Attribution and changes

    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.

Selections omit flagged images, tables, worksheets and third-party material. A review’s license does not 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 project-authored editorial guidance, rather than a finding from these publications.