Zobrazeno 1 - 10
of 181
pro vyhledávání: '"Debra Kamps"'
Publikováno v:
Exceptional Children. 86:413-429
Due to a shortage of special education teachers and an increase in the number of students with disabilities, the use of paraeducators is common. Paraeducators frequently provide instruction, under the direction of a teacher, to support elementary stu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e06c953b708aba653141a4bf18887375
https://doi.org/10.1177/0014402919893693
https://doi.org/10.1177/0014402919893693
Autor:
Paul Caldarella, Kade R. Downs, Howard P. Wills, Joseph H. Wehby, Cade T. Charlton, Ross Larsen, Debra Kamps
Publikováno v:
Journal of Positive Behavior Interventions. 21:135-147
In the United States, many teachers feel underprepared to manage student classroom behavior positively. Such management is crucial for students to learn effectively, especially those with or at ris...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5467eb57b5daf82602143a774d08ede1
https://doi.org/10.1177/1098300718800824
https://doi.org/10.1177/1098300718800824
Publikováno v:
Elem Sch J
The purpose of the study was to conduct a randomized controlled trial (RCT) to demonstrate efficacy of the Classwide Function-Related Intervention Teams (CW-FIT) program. The study was designed to replicate an initial RCT conducted by the CW-FIT deve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7cb6647f73e797127c695aefad835c7a
https://doi.org/10.1086/698818
https://doi.org/10.1086/698818
Publikováno v:
Exceptional Children. 84:437-456
The present study examined the effects of the Class-Wide Function-Related Intervention Team (CW-FIT) program, a group contingency intervention addressing the on-task and disruptive behavior of students with or at risk for emotional behavior disorders
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fca37030f21bd2617327532d270b1fb7
https://doi.org/10.1177/0014402918771321
https://doi.org/10.1177/0014402918771321
Publikováno v:
Education and Treatment of Children. 41:1-30
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e85bbe9b4cabb12885a6cb301ff57cb2
https://doi.org/10.1353/etc.2018.0000
https://doi.org/10.1353/etc.2018.0000
Publikováno v:
Journal of Positive Behavior Interventions. 20:78-89
Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b82753204ded1a80e6e708a0d8a2c9f
https://doi.org/10.1177/1098300717723353
https://doi.org/10.1177/1098300717723353
Publikováno v:
Journal of Autism and Developmental Disorders. 47:1696-1707
Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-tr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::579bbceb07f301bdb6a9f87c26fadb4c
https://doi.org/10.1007/s10803-017-3086-4
https://doi.org/10.1007/s10803-017-3086-4
Publikováno v:
Behavioral Disorders. 42:285-293
Class-wide interventions have strong empirical support for improving behavior in general education classes but are rarely tested in special education classes. The present study examined the effects of the Class-wide Function-related Intervention Team
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e04a8208a2ed095c87999fcb8b581039
https://doi.org/10.17988/bd-14-12.1
https://doi.org/10.17988/bd-14-12.1
Publikováno v:
Journal of Positive Behavior Interventions. 19:78-89
Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students’ progres
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4748ed0291abecc0d19cf262c31489cd
https://doi.org/10.1177/1098300716665081
https://doi.org/10.1177/1098300716665081
Autor:
Blake D. Hansen, Debra Kamps, Byran B. Korth, Paul Caldarella, Krystine A. Jolstead, Leslie Williams
Publikováno v:
Journal of Positive Behavior Interventions. 19:48-60
Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4f4c90d6f7deec55837c78dcae5f502d
https://doi.org/10.1177/1098300716653226
https://doi.org/10.1177/1098300716653226