Zobrazeno 1 - 10
of 100
pro vyhledávání: '"Nicholas A Gage"'
Autor:
Hyojong Sohn, Kelly Acosta, Mary T. Brownell, Nicholas A. Gage, Eilish Tompson, Carolyn Pudvah
Publikováno v:
Learning Disabilities Research & Practice. 38:85-103
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed8588a4695b24a60b4ee8c04d576125
https://doi.org/10.1111/ldrp.12307
https://doi.org/10.1111/ldrp.12307
Autor:
Mark D, Weist, Joni W, Splett, Colleen A, Halliday, Nicholas A, Gage, Michael A, Seaman, Katherine A, Perkins, Kelly, Perales, Elaine, Miller, Darien, Collins, Christine, DiStefano
Publikováno v:
Journal of School Psychology. 94:49-65
This study reviews findings for the first randomized controlled trial (RCT) on the Interconnected Systems Framework (ISF) for school mental health (SMH) and Positive Behavioral Interventions and Supports (PBIS). Since its development in the late 2000
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2542afeb7d9685c093264cbf480fce8c
https://doi.org/10.1016/j.jsp.2022.08.002
https://doi.org/10.1016/j.jsp.2022.08.002
Publikováno v:
Rural Special Education Quarterly. 41:129-139
Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::77f71e811534f4390df4958217061cd0
https://doi.org/10.1177/87568705221094560
https://doi.org/10.1177/87568705221094560
Publikováno v:
Rural Special Education Quarterly. 41:73-83
Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based practices are necessary to increase school climate. One un
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c22b67ed7c17c46016f191a1f09bd01c
https://doi.org/10.1177/87568705221098031
https://doi.org/10.1177/87568705221098031
Publikováno v:
Rural Special Education Quarterly. 41:84-94
Evidence suggests that implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) with fidelity can reduce behavior problems in schools and, concomitantly, the use of school suspensions. Few studies have explored differences in SW
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6b27fa55a340c56c8e71b7eb9f0ae1b4
https://doi.org/10.1177/87568705221092766
https://doi.org/10.1177/87568705221092766
Publikováno v:
Rural Special Education Quarterly. 41:61-72
Limited quantitative research has examined similarities and differences between the academic achievement and discipline outcomes, including suspensions, of students with disabilities in rural and urban schools. Therefore, we leveraged a statewide lon
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f3a07a03afb9d3e64b69e29e7f4c373
https://doi.org/10.1177/87568705221087678
https://doi.org/10.1177/87568705221087678
Publikováno v:
Journal of Visual Impairment & Blindness. 115:550-560
Introduction Developing graphicacy skills is important for students with visual impairments if they are to succeed in science, technology, engineering, and mathematics (STEM) content. Teachers of students with visual impairments report that they lack
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::922581d79e100b79e34ffe4d259ec287
https://doi.org/10.1177/0145482x211061588
https://doi.org/10.1177/0145482x211061588
Publikováno v:
Handbook of Applied Behavior Analysis ISBN: 9783031199639
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::366f0f7d69585717bc132c07c8ef6716
https://doi.org/10.1007/978-3-031-19964-6_33
https://doi.org/10.1007/978-3-031-19964-6_33
Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students with Disabilities
Autor:
Jesse Irvan Fleming, Nicolette M Grasley-Boy, Nicholas A Gage, Michael Lombardo, Lucas Anderson
School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we use a series of two-level linear multilevel analyses to examine the impact
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::869a561f6b3e89c622bdb7ae64413997
https://doi.org/10.35542/osf.io/4rks5
https://doi.org/10.35542/osf.io/4rks5
Publikováno v:
Learning Disability Quarterly. 46:32-45
Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bc77aa731f48c3d5ec03fe14eef0a884
https://doi.org/10.1177/07319487211041127
https://doi.org/10.1177/07319487211041127