Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Susannah Everett"'
Autor:
Lindsay M. Fallon, Susannah Everett, Tamika P. La Salle, Hao-Jan Luh, Adam Feinberg, George Sugai
Publikováno v:
The School Counselor’s Guide to Multi-Tiered Systems of Support ISBN: 9781003306412
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b384e76d90397e5b41bcc2ea52fe949c
https://doi.org/10.4324/9781003306412-1
https://doi.org/10.4324/9781003306412-1
Autor:
Brandi Simonsen, Karen Robbie, Katherine Meyer, Jennifer Freeman, Susannah Everett, Adam B. Feinberg
Publikováno v:
Handbook of Classroom Management ISBN: 9781003275312
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7d47aae963e22a0cc63afc0ad5cbdffe
https://doi.org/10.4324/9781003275312-9
https://doi.org/10.4324/9781003275312-9
Publikováno v:
Beyond Behavior. 28:124-133
Progress monitoring is an essential element of effectively implementing individualized behavior support. Behavioral progress monitoring allows student support teams to evaluate both the effectiveness of interventions and the fidelity of plan implemen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2c0ec7b64a6c0dd387257b2e559e09c8
https://doi.org/10.1177/1074295619852333
https://doi.org/10.1177/1074295619852333
Publikováno v:
The School Counselor’s Guide to Multi-Tiered Systems of Support ISBN: 9781315144467
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::44db93f6886db0d3b1cdfa896b2cf5dc
https://doi.org/10.4324/9781315144467-1
https://doi.org/10.4324/9781315144467-1
Publikováno v:
Theory Into Practice. 56:29-37
Improving educator effectiveness and school functioning requires continuous attention to practice selection, implementation fidelity, and progress monitoring, especially in the context of systemic school reform efforts. As such, supporting profession
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4b876b639507031ecb4935f4554c6098
https://doi.org/10.1080/00405841.2016.1241946
https://doi.org/10.1080/00405841.2016.1241946
Publikováno v:
Intervention in School and Clinic. 47:259-266
Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::28f4ff9acf3548d6485bd48e2e687e63
https://doi.org/10.1177/1053451211430121
https://doi.org/10.1177/1053451211430121