Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Laura L. Feuerborn"'
Autor:
Laura L. Feuerborn, Ashli D. Tyre
Publikováno v:
Beyond Behavior. 30:41-50
The success of positive behavioral interventions and supports (PBIS) frameworks relies upon educators supporting and implementing PBIS plans. However, common staff-level perceptions exist that may interfere with successful implementation, which we re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e5bf3e6fa791d5f0aaa3e92e1c2e1609
https://doi.org/10.1177/1074295621996874
https://doi.org/10.1177/1074295621996874
Publikováno v:
Journal of Positive Behavior Interventions. 22:93-104
Following a review of the literature to identify core principles of schoolwide positive behavior interventions and supports (SWPBIS), this study employed coding methods to examine teacher concerns as expressed in their responses to an open-ended prob
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::41177e2d892502e5efef5e902833d6b8
https://doi.org/10.1177/1098300719867858
https://doi.org/10.1177/1098300719867858
Publikováno v:
Mindfulness. 10:1707-1720
The purpose of this study was to explore linkages between mindfulness-based practices (MBP) applied in schools and a social and emotional (SEL) framework using the five competency areas endorsed by the Collaborative for Academic, Social, and Emotiona
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b37efd81ffe9192e754cc459f69d4620
https://doi.org/10.1007/s12671-019-01101-1
https://doi.org/10.1007/s12671-019-01101-1
Publikováno v:
Remedial and Special Education. 40:32-39
The implementation of schoolwide positive behavior interventions and supports (SWPBIS) requires a shift from a reliance on reactionary discipline to prevention-oriented supports, and it requires that staff adopt and regularly apply the practices thro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::792cf431e7f67a251397fa9ae21cfa94
https://doi.org/10.1177/0741932518775741
https://doi.org/10.1177/0741932518775741
Publikováno v:
Journal of Positive Behavior Interventions. 20:101-112
Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations—making their involvement in the implementation of schoolwide positive behavior intervention
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ddafcfa6a18fabe753916c239abcbc81
https://doi.org/10.1177/1098300717733975
https://doi.org/10.1177/1098300717733975
Publikováno v:
Contemporary School Psychology. 22:77-89
Understanding staff concerns about a systemic change effort allows leadership teams to better anticipate and address staff needs for professional development and support. In this study, staff concerns in nine schools planning for or implementing Scho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a3511bbb4dcfaa4b495897d3324bc0fb
https://doi.org/10.1007/s40688-017-0130-5
https://doi.org/10.1007/s40688-017-0130-5
This trusted resource--now in a thoroughly updated second edition reflecting the tremendous growth of the field--provides a best-practice guide to planning and implementing social and emotional learning (SEL) in K–12 classrooms and schools. The aut
Autor:
Laura L. Feuerborn, Ashli D. Tyre
Publikováno v:
Journal of Educational and Psychological Consultation. 27:145-172
Low staff support for schoolwide positive behavior interventions and supports (SWPBIS) is a barrier to implementation and sustainability. In this qualitative study, we identify staff opposed to SWPBIS among staff in 36 schools across 9 districts in w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::684519854d9954d6586dcfc7dbd3d1be
https://doi.org/10.1080/10474412.2016.1235977
https://doi.org/10.1080/10474412.2016.1235977
Publikováno v:
Journal of Positive Behavior Interventions. 18:219-229
Full stakeholder support for any innovation can be difficult to achieve, particularly in complex systems such as middle and high schools. Increasingly, obtaining middle and high school teacher support for Schoolwide Positive Behavior Supports (SWPBS)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4fa394386ea7be6b81e5f0b9d2aa3184
https://doi.org/10.1177/1098300716632591
https://doi.org/10.1177/1098300716632591
Publikováno v:
Mindfulness. 7:164-175
Mindfulness-based practices (MBP) are being applied in school settings with growing interest and increasing frequency. Social and emotional learning (SEL) is a paradigm in which schools are planning and implementing prevention and intervention progra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b1a320f983b29116b45ce12b6904c3c1
https://doi.org/10.1007/s12671-015-0423-6
https://doi.org/10.1007/s12671-015-0423-6