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Intervention in School and Clinic最新文献

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ISC 59(1) New Editor Introduction ISC 59(1)新编辑器介绍
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-08-17 DOI: 10.1177/10534512231186509
Kristin L. Sayeski, R. Marsh
{"title":"ISC 59(1) New Editor Introduction","authors":"Kristin L. Sayeski, R. Marsh","doi":"10.1177/10534512231186509","DOIUrl":"https://doi.org/10.1177/10534512231186509","url":null,"abstract":"","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"3 - 4"},"PeriodicalIF":0.8,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42894901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parental Resilience in Families of Children With Autism Spectrum Disorder 自闭症谱系障碍儿童家庭中父母的恢复力
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-08-11 DOI: 10.1177/10534512231190615
Yun-Ju Hsiao
{"title":"Parental Resilience in Families of Children With Autism Spectrum Disorder","authors":"Yun-Ju Hsiao","doi":"10.1177/10534512231190615","DOIUrl":"https://doi.org/10.1177/10534512231190615","url":null,"abstract":"Parenting children with autism spectrum disorder (ASD) can be challenging, demanding, and overwhelming to parents and families. Understanding parental resilience can help develop appropriate support for parents of children with ASD and their families. This article discusses parental resilience by exploring what is known about parental resilience in families of children with ASD and examining factors that may contribute to parental resilience for practitioners to work on with these parents. This article focuses on three strong predictors of parental resilience in families of children with ASD: (a) locus of control of parents, (b) cognitive appraisal of parents, and (c) informal support for families. Implications for practitioners to help parents build resilience from the above three aspects are discussed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48110762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings 将创伤知情实践整合到报到/报到中，用于替代教育环境
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-07-11 DOI: 10.1177/10534512231183968
Aimee J. Hackney, K. Jolivette, Sara Sanders
{"title":"Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings","authors":"Aimee J. Hackney, K. Jolivette, Sara Sanders","doi":"10.1177/10534512231183968","DOIUrl":"https://doi.org/10.1177/10534512231183968","url":null,"abstract":"A majority of students with emotional and behavioral disorders (EBD), particularly those served in alternative educational settings, have a history of trauma exposure before placement. Evidence-based interventions such as Check-In/Check-Out (CICO) may be more effective for these students if the interventions are systematically adapted to include trauma-informed principles within intervention features. In this article, adaptations to CICO to benefit students with EBD with a history of trauma exposure are presented.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47851069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culturally Responsive Evidence-Based Practices for Black Males With Emotional Behavioral Disorders 黑人男性情绪行为障碍的文化响应循证实践
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-07-06 DOI: 10.1177/10534512231182381
Mara E. Power, Mya H. Kelley, Kimberly J. Selders, Ambra L. Green
{"title":"Culturally Responsive Evidence-Based Practices for Black Males With Emotional Behavioral Disorders","authors":"Mara E. Power, Mya H. Kelley, Kimberly J. Selders, Ambra L. Green","doi":"10.1177/10534512231182381","DOIUrl":"https://doi.org/10.1177/10534512231182381","url":null,"abstract":"Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43516623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Technology-Supported Implementation of an Interdependent Group Contingency Intervention for Classroom Behavior Management 课堂行为管理中相互依存群体应急干预的技术支持实施
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-07-05 DOI: 10.1177/10534512231183360
Rondy Yu, Aaron D. Haddock, Wesley A. Sims
{"title":"Technology-Supported Implementation of an Interdependent Group Contingency Intervention for Classroom Behavior Management","authors":"Rondy Yu, Aaron D. Haddock, Wesley A. Sims","doi":"10.1177/10534512231183360","DOIUrl":"https://doi.org/10.1177/10534512231183360","url":null,"abstract":"The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of student populations. Recent studies have also demonstrated that a positive reinforcement-focused version of the GBG can be successfully implemented using a software application. The purpose of this article is to provide a brief overview of the GBG and its evidence base and describe the steps for implementing the GBG with a freely available software application for classroom management.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45954240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Data to Support College and Career Readiness for Students With Disabilities 利用数据支持残疾学生的大学和职业准备
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-06-26 DOI: 10.1177/10534512231183361
Ashley Taconet, Shannon Langdon, Christopher Esposito, Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi
{"title":"Using Data to Support College and Career Readiness for Students With Disabilities","authors":"Ashley Taconet, Shannon Langdon, Christopher Esposito, Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi","doi":"10.1177/10534512231183361","DOIUrl":"https://doi.org/10.1177/10534512231183361","url":null,"abstract":"College and career readiness is crucial to success in postsecondary education, employment, and independent living. The College and Career Readiness for Transition (CCR4T) assessment is valid and reliable and can assist in transition planning for students with disabilities. The CCR4T assessment was designed for planning with students with and without disabilities. This article aims to provide an overview of this assessment and demonstrate how secondary educators and other stakeholders can use the data gathered to make decisions and inform the Individualized Education Program (IEP) as an age-appropriate transition assessment for youth with disabilities.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48305224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evidence-Based Strategies to Reduce Anxiety in Students With Autism Spectrum Disorder 减少自闭症谱系障碍学生焦虑的循证策略
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-06-26 DOI: 10.1177/10534512231183362
J. Barna, Patricia S. Arter, Kathleen Arban
{"title":"Evidence-Based Strategies to Reduce Anxiety in Students With Autism Spectrum Disorder","authors":"J. Barna, Patricia S. Arter, Kathleen Arban","doi":"10.1177/10534512231183362","DOIUrl":"https://doi.org/10.1177/10534512231183362","url":null,"abstract":"Students with autism spectrum disorder (ASD) experience anxiety at higher rates than their neurotypical peers, which can negatively impact school performance. Anxiety symptoms for these students can be challenging to identify because they mimic diagnostic characteristics. As key intervention team members, school-based mental health professionals can assist with identifying and addressing anxiety in students with autism. Specific evidence-based strategies for school-based mental health professionals are detailed to support efforts to intervene successfully with students with autism who experience anxiety.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46668936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Teacher’s Toolkit for Assessment When Implementing Data-Based Individualization in Mathematics 教师在实施基于数据的数学个性化时的评估工具包
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-06-26 DOI: 10.1177/10534512231182042
Soyoung Park, Pamela M. Stecker, S. R. Powell
{"title":"A Teacher’s Toolkit for Assessment When Implementing Data-Based Individualization in Mathematics","authors":"Soyoung Park, Pamela M. Stecker, S. R. Powell","doi":"10.1177/10534512231182042","DOIUrl":"https://doi.org/10.1177/10534512231182042","url":null,"abstract":"This article provides teachers with a toolkit for assessing students in the context of data-based individualization (DBI) in mathematics. Assessing students is a critical component of DBI because it provides teachers with information about what they may need to modify in their instructional programs. In this article, we provide teachers with step-by-step procedures for assessing students within the DBI process, including selecting an appropriate progress-monitoring tool, collecting baseline data, and analyzing graphed data to determine whether a student is making adequate progress. In addition, diagnostic assessment is discussed to help teachers target instructional priorities based on student needs. Providing a toolkit for assessment and supplementary resources should enable teachers to use DBI procedures more effectively and, ultimately, to boost students’ mathematics achievement.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42701738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Transition Tasks: Individualized Education Program Involvement for Students With Emotional and Behavioral Disorders 过渡任务:有情绪和行为障碍的学生的个性化教育计划参与
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-06-26 DOI: 10.1177/10534512231178473
Angela Tuttle Prince
{"title":"Transition Tasks: Individualized Education Program Involvement for Students With Emotional and Behavioral Disorders","authors":"Angela Tuttle Prince","doi":"10.1177/10534512231178473","DOIUrl":"https://doi.org/10.1177/10534512231178473","url":null,"abstract":"A transition-aged youth with an individualized education program (IEP) has the right to a free, appropriate public education that includes postsecondary transition planning and services. Because students with emotional-behavioral disorders (EBD) experience adverse outcomes during and after high school, they may benefit from a transition-focused IEP. With the support of multiple practitioners, these students can be more involved in their education program. This article demonstrates how to use transition tasks to promote a student with EBD’s involvement in their IEP in four areas: assessment tasks, evaluation tasks, IEP meeting preparation, and IEP meeting participation.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45829558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Teacher’s Guide to Technology-Based Self-Monitoring Strategies for Student Behavior 基于技术的学生行为自我监控策略教师指南
IF 0.8 4区 教育学
Intervention in School and Clinic Pub Date : 2023-06-11 DOI: 10.1177/10534512231178463
P. Bedesem, Brian R. Barber, K. Rosenblatt
{"title":"A Teacher’s Guide to Technology-Based Self-Monitoring Strategies for Student Behavior","authors":"P. Bedesem, Brian R. Barber, K. Rosenblatt","doi":"10.1177/10534512231178463","DOIUrl":"https://doi.org/10.1177/10534512231178463","url":null,"abstract":"Students with disabilities may demonstrate high rates of off-task behavior, resulting in poor academic achievement. To decrease students’ off-task behavior, teachers can identify student-guided supportive strategies to limit the amount of time they dedicate to behavior management. Moreover, when teachers use effective student-guided strategies that reflect high social validity, ease of use, and low intrusiveness benefits are maximized, and students will maintain their use of the strategy. This article provides step-by-step procedures for designing a technology-based self-monitoring (TBSM) strategy that increases the acceptability and continued use of standard self-monitoring procedures. Necessary adjustments to typical self-monitoring strategies considering technology-based delivery methods, including selecting and evaluating mobile applications, are introduced.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44778736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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