Categories
|
Category: Positive Behavior Interventions and Supports
- 1/1/04 - L. Fox, M. Duda
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In high-quality early childhood programs, most... - 1/1/06 - University of South Florida,, Department of Child and Family Studies,
This four-page brochure provides parents with eight practical tips they can use when their young children exhibit challenging behavior. Each tip includes a brief explanation and an example to show parents how they might use the specific approach with their own family in everyday life. This product is also available in Spanish - Alter, P., Conroy, M.
The single best way to address challenging behaviors in young children today is to take steps to make sure that they never occur. While there is no universal panacea for preventing challenging behaviors, there are several broad-based early intervention strategies that researchers suggest to prevent challenging behaviors. - 1/1/06 - Kathleen A. King, Nancy J. Harris-Murri, Alfredo J. Artiles
The ways that schools intervene with students' challenging behavior have been historically "reactive, exclusionary, and ineffective." Traditional reactive discipline interventions include detention, suspension, and expulsion, all of which punish students by excluding them from school and limiting opportunity to receive positive support for behavior change. In this exemplar, the authors presented how one urban middle school in Phoenix, Arizona incorporates proactive discipline into the... - Fox, L.
Evidence-based program practices are provided in this fact sheet. A comprehensive model of universal, secondary, and indicated prevention and intervention practices are described. - 1/1/08 - Epstein, M., Atkins, M. , Cullinan, D. , Kutash, K., Weaver, R.
This Practice Guide, released by IES in September 2008, aims to help educators develop and implement prevention and intervention strategies that promote positive student behavior. The focus is building a plan so that education can be improved for individual students who might have behavior issues and the classroom as a whole. The guide presents recommendations and indicates the quality of the research base that supports them. It includes common questions and potential concerns that might... - Technical Assistance Center on Positive Behavioral Interventions & Supports,
The ‘Resource Catalog’ provides an easy and quick way to browse PBIS resources. - Center on the Social and Emotional Foundations for Early Learning,
Many toddlers and young children bite. Developmentally, most toddlers don’t have enough words to express how they are feeling. They primarily rely on sounds and actions to communicate what they are thinking and feeling. Biting is one of the ways toddlers express their needs, desires, or feelings. While biting might be very frustrating, your child is not biting purposefully annoy you or hurt anyone. Your child might be biting to say, “I’m scared,” “People are crowding me,” or... - 1/1/09 - Lise Fox , Judith Carta, Phil Strain , Glen Dunlap, Mary Louise Hemmeter
Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. While this problem-solving framework was initially designed for application within Kindergarten to 12th grade programs, there is substantial research that supports the value of the model for application within early childhood programs. This paper provides an overview of RtI and discusses the Pyramid Model (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003) and its application for... - 1/1/08 - Rob Horner, George Sugai
This presentation gives an overview of PBS including the logic, core features, implementation approach, and classroom managment. - 1/1/09 - Henderson, J., Strain, P.
The purpose of this document is to provide a brief overview of the use of screening and to help administrators and teachers choose appropriate instruments for implementing a screening program. - 1/1/05 - T. Bovey , P. Strain
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. Throughout the day, children engage in all... - Fox, L.
This fact sheet provides guidance on program practices that may be used to support very young children with challenging behavior and their families. - Center on the Social and Emotional Foundations for Early Learning,
Young children can learn to follow adult expectations, including performing simple chores, if the expectations are developmentally appropriate (meaning they match what can be expected for children at that age) and are taught to the child. Below is information on what you might expect from your preschooler and some tips for helping your child learn and follow your requests. - Center on the Social and Emotional Foundations for Early Learning,
Young children deal with many of the same emotions adults do. Children get angry, sad, frustrated, nervous, happy, or embarrassed, but they often do not have the words to talk about how they are feeling. Instead, they sometimes act out these emotions in very physical and inappropriate ways. - 1/1/10 - The Advancement Project,
"'Test, Punish, and Push Out' provides an overview of zero-tolerance school discipline and high-stakes testing, how they relate to each other, how laws and policies such as the No Child Left Behind Act (NCLB) have made school discipline even more punitive, and the risk faced if these devastating policies are not reformed. The report explores: The common origins and ideological roots of zero tolerance and high-stakes testing; The current state of zero-tolerance school discipline across the...
(37 Results) Page: 1 2 3 |
 SearchTags
|
![[logo]](/naked/logo.gif "[logo]"){kind=logo}
