Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Barbara S. Mitchell"'
Publikováno v:
AERA Open, Vol 3 (2017)
The use of schoolwide multitiered systems of support to address challenging social and emotional behavior has been established in >20,000 schools across the United States and 19 other countries worldwide. The systems approach of schoolwide positive b
Externí odkaz:
https://doaj.org/article/e7eb7228d46140f69753214bb07c4d60
Publikováno v:
Journal of Behavioral Education. 30:178-201
This study investigated the impact of a self-management intervention, known as “Check-in/Check-out” (CICO) on academic engaged time and internalizing problems of three elementary-level students identified with risk for internalizing behavior prob
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d6e01671b5b1c92f019215fec748fcc1
https://doi.org/10.1007/s10864-020-09365-7
https://doi.org/10.1007/s10864-020-09365-7
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 63:62-67
The use of a tiered approach provides a structured format for increasing consistency across educators to address the diversity of student needs within a school. The same logic of providing a tiered...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::26f648e43b213f01d37a908f3a7a8df1
https://doi.org/10.1080/1045988x.2018.1501654
https://doi.org/10.1080/1045988x.2018.1501654
Publikováno v:
Behavioral Disorders. 44:70-84
Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c285049e95c078de607335c0d1583d80
https://doi.org/10.1177/0198742918816518
https://doi.org/10.1177/0198742918816518
Publikováno v:
Journal of Positive Behavior Interventions. 20:239-250
Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::019f3bf3849341f2e1578de58aea41ba
https://doi.org/10.1177/1098300718768217
https://doi.org/10.1177/1098300718768217
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 61:280-288
Students requiring Tier 2 behavioral supports frequently display behavioral deficits in multiple domains (e.g., emotional symptoms and peer problems). The Tier 2 framework developed by McDaniel, Br...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b2474fa949344c9680630695220adaeb
https://doi.org/10.1080/1045988x.2016.1275503
https://doi.org/10.1080/1045988x.2016.1275503
Publikováno v:
High Leverage Practices for Inclusive Classrooms ISBN: 9781315176093
High Leverage Practices for Inclusive Classrooms ISBN: 9781003148609
High Leverage Practices for Inclusive Classrooms ISBN: 9781003148609
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bf72713f962d52003ecbf98237621940
https://doi.org/10.4324/9781315176093-10
https://doi.org/10.4324/9781315176093-10
Publikováno v:
Behavioral Disorders. 41:5-20
Functional behavioral assessment (FBA) and functional analyses (FA) are grounded in the applied behavior analysis principle that posits problem behavior is functionally related to the environment in which it occurs and is maintained by either providi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4fc098db730a0ce4b6b24b7ea19b8e8f
https://doi.org/10.17988/0198-7429-41.1.5
https://doi.org/10.17988/0198-7429-41.1.5