Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Tosha L. Owens"'
Autor:
Ya-yu Lo, Tosha L. Owens
Publikováno v:
Journal of Emotional and Behavioral Disorders. 30:185-198
This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::824d300adadaab38cec972133cbddefe
https://doi.org/10.1177/10634266211039760
https://doi.org/10.1177/10634266211039760
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 65:243-254
Schoolwide Positive Behavior Support, a framework for remediating and preventing student problem behaviors and supporting schools, has demonstrated a reduction in office disciplinary referrals (ODR...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::86367f624b24d9ae3844dbe2b309b893
https://doi.org/10.1080/1045988x.2021.1898321
https://doi.org/10.1080/1045988x.2021.1898321
Autor:
Dana E. Rusher, Valerie L. Mazzotti, Wen-hsuan Chang, Ashley P. Voggt, Stephen Kwiatek, Hannah Castle, Debra Holzberg, David W. Test, Kelly A. Clark, Dawn A. Rowe, Vickie J. Mitchell, Tosha L. Owens, Rachel L. Seaman-Tullis, Christina M. Gushanas, Catie Dean, Catherine H. Fowler
Publikováno v:
Career Development and Transition for Exceptional Individuals. 44:28-46
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a3c4b521ab73712e32583b4f49063802
https://doi.org/10.1177/2165143420958674
https://doi.org/10.1177/2165143420958674
Publikováno v:
The Journal of Special Education. 54:67-79
In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in suppor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7314f50dc1bf78968a7483db4d2ccd32
https://doi.org/10.1177/0022466919852706
https://doi.org/10.1177/0022466919852706
Publikováno v:
Rural Special Education Quarterly. 38:79-94
The effects of mixed-reality teaching experiences on participants’ perceptions of their classroom management ability are evaluated using a mixed-methods design. Mursion, a technology that enables virtual simulations, is used. Participants include 2
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::996617ef34d7e2eea8233024cad6601c
https://doi.org/10.1177/8756870519841421
https://doi.org/10.1177/8756870519841421
Publikováno v:
Behavioral Disorders. 41:226-240
Despite the positive effects of school-wide positive behavior support (SWPBS) on school discipline, the overrepresentation of Black students in discipline data in SWPBS schools has alerted researchers and educators to initiate discussion about the ne
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3673fad5595fde8d493b907df9c3c2bc
https://doi.org/10.17988/bedi-41-04-226-240.1
https://doi.org/10.17988/bedi-41-04-226-240.1