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Tag: behavior
- 1/1/04 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of... - 1/1/04 - Martha Countinho, Donald Oswald, Equity Alliance at ASU
The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately... - 1/1/01 - National Institute for Urban School Improvement, , Equity Alliance at ASU
The ethnic overrepresentation of students in special education programs in this country has been a recognized problem for more than 30 years. Simply defined, overrepresentation, or the disproportionate placement of students of a given
ethnic group in special education programs, means that the percentage of students from that group in such programs is disproportionally greater than their percentage in the school population as a whole.1 Currently, African Americans tend to be significantly... - Riccomini, P., Bost, L.W. , Katsiyannis, A., Zhang, D.
This Practice Brief based on the Office of Special Education Programs (OSEP) supported work by The What Works In Transition Synthesis Center, The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities (Cobb, Sample, Alwell, & Johns, 2005), provides educators with a conceptual understanding and technical information to assist in implementing cognitive-behavioral interventions that reduce aggressive behaviors in students. - 1/1/07 - Matt Timm, Sharon Doubet
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.Acknowledging positive behaviors is a strategy... - 1/1/09 - Susan Wilde Schwarz
"Overall rates of injury and death increase dramatically from childhood to late adolescence. Due to developmental and social factors, such as time spent without adult supervision and increasing independence, adolescents are more likely to engage in risk-taking behaviors than either younger children or adults. Biology also plays a role. The maturation of brain networks responsible for self-regulation often does not occur until late adolescence, making adolescents more likely to engage in... - Larke N. Huang , Girlyn Arganza
"This matrix of Asian American/Pacific Islander programs provides a snapshot of over 50 programs across the country focusing on AAPI youth development and prevention of high-risk behaviors. It captures the variation in emphases and populations, innovative strategies and collaborations, the wealth of materials, including culturally-based curriculum and evaluation instruments developed by these programs, and the sources of funding ranging from the conventional to the creative. Contact... - 1/1/04 - M.M. Ostrosky, E.Y. Jung
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 early childhood settings, each moment that... - 1/1/09 - Kathleen M. Ziol-Guest, Claire McKenna
"This paper assesses the consequences of residential instability during the first five years of a child’s life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study, we examine the relationship between multiple moves and children’s cognitive and behavioral readiness at age five. We further test this relationship for differences among poor, near poor, and not poor children. We find that moving three or more times in a child’s first five... - 1/22/08 - Christenson, S.
Student engagement with school, a multidimensional construct, is considered the primary theoretical model for understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion. Variously described as a commitment to and investment in learning, identification and belonging at school, participation in the school environment, and initiation of an activity to accomplish an outcome, engagement is associated with desired academic, social, and emotional... - 1/1/04 - L. Fox, S. Garrison
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.Teaching young children to manage their own... - 1/1/10 - Suyapa Silvia , Jonathan Blitstein , Jason Williams , Chris Ringwalt , Linda Dusenbury , William Hansen
"A new evaluation of a violence prevention program for middle schools finds that after one school year, there were no statistically significant impacts on how often students reported that they were victimized by their peers, or committed violence against their peers. In addition, there were no statistically significant impacts of the program on a number of other outcomes such as how often students' reported positive behavior toward their peers or on their perceptions of school safety. The... - 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.
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