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Learning Carousel Tag » behavior- Riccomini, P., Bost, L.W. , Katsiyannis, A., Zhang, D.
This Practice Brief based on the Office of Special Education Programs (OSEP) supported work by The What Works In Transition Synthesis Center, The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities (Cobb, Sample, Alwell, & Johns, 2005), provides educators with a conceptual understanding and technical information to assist in implementing cognitive-behavioral interventions that reduce aggressive behaviors in students. - 1/1/07 - Matt Timm, Sharon Doubet
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Acknowledging positive behaviors is a strategy... - 1/1/04 - M.M. Ostrosky, E.Y. Jung
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that... - 1/22/08 - Christenson, S.
Student engagement with school, a multidimensional construct, is considered the primary theoretical model for understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion. Variously described as a commitment to and investment in learning, identification and belonging at school, participation in the school environment, and initiation of an activity to accomplish an outcome, engagement is associated with desired academic, social, and emotional... - 1/1/04 - L. Fox, S. Garrison
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Teaching young children to manage their own... - 1/1/06 - University of South Florida,, Department of Child and Family Studies,
This four-page brochure provides parents with eight practical tips they can use when their young children exhibit challenging behavior. Each tip includes a brief explanation and an example to show parents how they might use the specific approach with their own family in everyday life. This product is also available in Spanish - Alter, P., Conroy, M.
The single best way to address challenging behaviors in young children today is to take steps to make sure that they never occur. While there is no universal panacea for preventing challenging behaviors, there are several broad-based early intervention strategies that researchers suggest to prevent challenging behaviors. - 1/1/06 - Kathleen A. King, Nancy J. Harris-Murri, Alfredo J. Artiles
The ways that schools intervene with students' challenging behavior have been historically "reactive, exclusionary, and ineffective." Traditional reactive discipline interventions include detention, suspension, and expulsion, all of which punish students by excluding them from school and limiting opportunity to receive positive support for behavior change. In this exemplar, the authors presented how one urban middle school in Phoenix, Arizona incorporates proactive discipline into the... - Fox, L.
Evidence-based program practices are provided in this fact sheet. A comprehensive model of universal, secondary, and indicated prevention and intervention practices are described. - Technical Assistance Center on Positive Behavioral Interventions & Supports,
The ‘Resource Catalog’ provides an easy and quick way to browse PBIS resources. - 1/1/09 - Jasolyn Henderson, Phillip Strain
This brief synthesis from TACSEI provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts (e.g., pre-K classrooms; child care settings). The focus of the synthesis is on toddlers and preschool children who are identified as having disabilities or who are at risk for disabilities, and who have identified problems with social-emotional behaviors. - 1/1/05 - T. Bovey , P. Strain
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. Throughout the day, children engage in all... - 1/1/06 - Lembke, E.
This article explores the link between emotional behavioral disorders (EBD) and reading performance, and describes four intervention practices that positively impact reading performance for students with EBD. Research shows that some conduct disorders, such as EBD, can be linked to poor reading performance, although the causal relationship has not been determined. More research is needed to determine effective positive interventions for students with EBD, but interviews with several... - 1/1/07 - Education Commission of States,
While a common assumption is that students drop out of school because of their social background and school behaviors, the findings from these studies demonstrate that schools can exert important organizational effects on students’ decisions to drop out or stay in school. The research included here holds a number of implications for policy - 1/1/04 - G. Dunlap, L. Fox , M.L. Hemmeter, P. Strain
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. Time-out is a form of discipline that can be... - 1/1/04 - G. Dunlap, M. Duda
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. Functional Communication Training (FCT) is a...
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