Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Nicolette M Grasley-Boy"'
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
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:
Journal of Positive Behavior Interventions. 24:183-195
Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. S
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0a0eacc7df98c3f8fc17dd7cf58cf773
https://doi.org/10.1177/10983007211011767
https://doi.org/10.1177/10983007211011767
Autor:
Nicholas A. Gage, Ashley S. MacSuga-Gage, Nicolette M. Grasley-Boy, Brian Reichow, Holly B. Lane
Publikováno v:
School Psychology Review. 52:72-86
Multitiered support for professional development (MTS-PD) is a framework for applying a three-tiered support system to teacher classroom management professional development through targeted trainin...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3eaa37b2dd10e5e79c1c2b1bdfb242ce
https://doi.org/10.1080/2372966x.2020.1853486
https://doi.org/10.1080/2372966x.2020.1853486
Autor:
Dwight W. Irvin, John H. L. Hansen, Ying Luo, Jonathan M. Huffman, Nicolette M. Grasley-Boy, Beth Rous
Publikováno v:
Early Childhood Research Quarterly. 57:102-109
Young children's friendships fuel essential developmental outcomes (e.g., social-emotional competence) and are thought to provide even greater benefits to children with or at-risk for disabilities. Teacher and parent report and sociometric measures a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::75885bf97705ee8b9028b33bf399e854
https://doi.org/10.1016/j.ecresq.2021.05.003
https://doi.org/10.1016/j.ecresq.2021.05.003
Publikováno v:
Journal of Behavioral Education. 31:595-613
Inappropriate behaviors often occur in non-classroom settings, such as lunchrooms, due to the increased volume of students with fewer supervising adults. As such, there is a need for effective and efficient behavior management interventions that can
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f3008b30e6becbaf1b04e9d2e7c45551
https://doi.org/10.1007/s10864-020-09415-0
https://doi.org/10.1007/s10864-020-09415-0
Publikováno v:
Behavioral Disorders. 46:199-213
Positive Behavioral Interventions and Supports (PBIS) is a multitiered system of support for behavior used in many schools across the world. Researchers have begun adapting and evaluating Tier 1 of PBIS for students placed in alternative education (A
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e5eca8a8a78c14e26221fd3e34d895c
https://doi.org/10.1177/0198742920915648
https://doi.org/10.1177/0198742920915648
School-wide positive behavior interventions and supports (SWPBIS) is widely implemented across the United States. Evidence suggests that SWPBIS, when implemented with fidelity, has a significant and positive impact on schools, including lower suspens
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::84f2036ccf5e9c10462432e3f54237f9
https://doi.org/10.35542/osf.io/628bd
https://doi.org/10.35542/osf.io/628bd
Publikováno v:
Behavioral Disorders. 46:42-53
Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e633de2f92d6d49aba39247745f69fd
https://doi.org/10.1177/0198742919896305
https://doi.org/10.1177/0198742919896305
Publikováno v:
Exceptional Children. 86:25-39
School leaders react to inappropriate behaviors by excluding students, despite research suggesting an association with poor student outcomes. Students with disabilities are frequently subjected to these practices. One framework that has been proposed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::365c14b2d6ca3c22d09e367564b37e67
https://doi.org/10.1177/0014402919854196
https://doi.org/10.1177/0014402919854196