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Special Services and Capeverdean Children 特殊服务和海角儿童
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008v18n01_02
W. Sánchez, Dawna M. Thomas, A. Lima
{"title":"Special Services and Capeverdean Children","authors":"W. Sánchez, Dawna M. Thomas, A. Lima","doi":"10.1300/J008v18n01_02","DOIUrl":"https://doi.org/10.1300/J008v18n01_02","url":null,"abstract":"Abstract Although Capeverdean Americans have been a part of the long multicultural history of the United States, little has been written within the professional literature about the special services needs of this cultural group. Capeverdean children requiring educational assistance represent a growing population within many large urban school settings. The provision of culturally relevant special services to Capeverdean youth and their families needs to be situated within an understanding of the sociocultural history of Cape Verde and the Capeverdean community here in the United States. This article presents some important features of the culture and history of Capeverdeans that are relevant for the provision of culturally sensitive special needs services.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115362396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher Perspectives on Inclusion of Students with Disabilities in High-Stakes Assessments 在高风险评估中纳入残疾学生的教师观点
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008V18N01_07
Lindy Crawford, P. Almond, Keith Hollenbeck
{"title":"Teacher Perspectives on Inclusion of Students with Disabilities in High-Stakes Assessments","authors":"Lindy Crawford, P. Almond, Keith Hollenbeck","doi":"10.1300/J008V18N01_07","DOIUrl":"https://doi.org/10.1300/J008V18N01_07","url":null,"abstract":"Abstract Fifty-seven general and special education teachers shared their perceptions about inclusion of students with disabilities in large-scale assessment programs during a series of focus group discussions conducted in the state of Oregon. Information shared by teachers is summarized under three categories: Teacher Knowledge, Teacher Decision-Making, and Teacher Attitudes. The majority of teachers interviewed shared their apprehensions about the inclusion of all students in statewide assessment programs, while a few teachers exhibited considerable enthusiasm for the process. Teachers were primarily concerned with the impact of test inclusion on the well-being of students with disabilities. Teachers were also troubled by the high stakes associated with test results, and the reporting of these results in the local media. A detailed discussion of the qualitative methods used in this study is also included.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124499866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
Training School Psychologists in Prison Schools 在监狱学校培训学校心理学家
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008v18n01_10
T. D. Crespi
{"title":"Training School Psychologists in Prison Schools","authors":"T. D. Crespi","doi":"10.1300/J008v18n01_10","DOIUrl":"https://doi.org/10.1300/J008v18n01_10","url":null,"abstract":"Abstract Although special services providers are trained to address a range of behavioral problems, there has been little attention paid to non-traditional training sites which can prepare special service providers for working with seriously delinquent youth with histories of criminal behavior. This article considers the increasingly delinquent behaviors of children and describes an internship training experience for school psychologists assigned to a correctional educational program serving delinquent, incarcerated, youthful offenders.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132401488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Effects of Varying Levels of Treatment Integrity on Toddler Aggressive Behavior 不同治疗完整性水平对幼儿攻击行为的影响
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008V18N01_05
Katrina N. Rhymer, Tawny N. Evans-Hampton, Merilee McCurdy, T. S. Watson
{"title":"Effects of Varying Levels of Treatment Integrity on Toddler Aggressive Behavior","authors":"Katrina N. Rhymer, Tawny N. Evans-Hampton, Merilee McCurdy, T. S. Watson","doi":"10.1300/J008V18N01_05","DOIUrl":"https://doi.org/10.1300/J008V18N01_05","url":null,"abstract":"Abstract Effects of different levels of treatment integrity for a time-out intervention in relation to the aggressive behavior of an 18-month-old were investigated. The time-out intervention was composed of four steps and treatment integrity was systematically varied at 50%, 25%, 75%, and 100%. The results suggest that the 75% and 100% treatment integrity conditions were most effective for decreasing aggressive behavior. Further, there were only minor differences in aggressive behavior between the 25% and 50% treatment integrity conditions. Discussion focuses on the need for assessing optimal and minimum levels of treatment integrity for producing behavior change and the implications for classroom-based interventions.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114250809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 22
A Parent Survey Approach to Evaluate Public School Education of Children with Autism/Pervasive Developmental Disorder Following Center-Based Behavioral Treatment 家长调查方法评价自闭症/广泛性发育障碍儿童在中心行为治疗后的公立学校教育
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008V18N01_08
E. DiPietro, J. Luiselli, S. Campbell, B. Cannon, J. T. Ellis, M. Taras
{"title":"A Parent Survey Approach to Evaluate Public School Education of Children with Autism/Pervasive Developmental Disorder Following Center-Based Behavioral Treatment","authors":"E. DiPietro, J. Luiselli, S. Campbell, B. Cannon, J. T. Ellis, M. Taras","doi":"10.1300/J008V18N01_08","DOIUrl":"https://doi.org/10.1300/J008V18N01_08","url":null,"abstract":"Abstract We conducted a survey of children with autism/pervasive developmental disorder who entered public school education settings following intensive behavioral treatment in a private center-based program. The survey included 27 children that had been discharged from the center to public schools over a nine-year period. Based on parent report, the survey revealed that 92.5% of children were attending public schools and that 96.0% of them were participating in inclusive education (instruction with typically developing peers). Children who were involved in inclusive classrooms required the support of an individual instructor from 0-100% of the time. The amount of time spent in inclusive education and the percent of individual support was unrelated to the years since discharge from the center-based program. Parents were uniformly satisfied with the services their children were receiving in the public schools independent of inclusion status or the provision of individual support. These findings illustrate the use of survey methods as one component of program evaluation for children with autism/pervasive developmental disorder.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122009272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
School-Wide Discipline and Classroom Ecology 校纪与课堂生态
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008v18n01_04
M. B. Marr, B. Audette, Richard B. White, Edward Ellis, B. Algozzine
{"title":"School-Wide Discipline and Classroom Ecology","authors":"M. B. Marr, B. Audette, Richard B. White, Edward Ellis, B. Algozzine","doi":"10.1300/J008v18n01_04","DOIUrl":"https://doi.org/10.1300/J008v18n01_04","url":null,"abstract":"Abstract Shortages of teachers with specialized skills, coupled with increased difficulty accommodating students with problem behaviors in general education classrooms, create pressures for performance and accountability in schools and with respect to teachers. Matters become increasingly problematic by initiatives that stress high academic competence, high graduation rates, and high performance standards. In addition, heightened cultural and linguistic diversity, diminished public satisfaction, and increased violence and disruptive behavior at school levels suggest a need for effective, easy-to-implement discipline procedures. In this investigation, we describe improvements in classroom ecology after implementation of a school-wide discipline model. These outcomes were positive and provide support for continuing efforts to improve discipline within the schools.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122277568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Instructional Consultation in Middle Schools 中学教学咨询
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008V18N01_01
Susann Bartels, Bruce P. Mortenson
{"title":"Instructional Consultation in Middle Schools","authors":"Susann Bartels, Bruce P. Mortenson","doi":"10.1300/J008V18N01_01","DOIUrl":"https://doi.org/10.1300/J008V18N01_01","url":null,"abstract":"Abstract Many middle schools have support teams that discuss students who are experiencing academic or behavioral difficulties. However, professional experience suggests that minimal attempts are made to analyze antecedents and consequences of students' behavior, develop and implement sound interventions, and evaluate outcomes of intervention. This article describes a pilot project that extended Instructional Consultation (IC) (Rosenfield, 1987) into the middle school setting. The goal of the project was to develop an approach to training middle school teachers so that they could intervene early and effectively to address students' academic and behavioral needs. The training was based upon principles of systematic problem solving and data-based decision-making. In addition, collaboration between teachers was emphasized, along with considering instructional and environmental variables, when seeking to understand and ameliorate students' academic and behavioral difficulties.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114367473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Families in Crisis 危机家庭
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008V18N01_03
T. D. Crespi, E. Howe
{"title":"Families in Crisis","authors":"T. D. Crespi, E. Howe","doi":"10.1300/J008V18N01_03","DOIUrl":"https://doi.org/10.1300/J008V18N01_03","url":null,"abstract":"Abstract Families are in crisis. With an increasing array of problems affecting children in the home, from child abuse to familial alcoholism, schools are facing a vast array of behavioral and emotional concerns affecting childhood behavior. Unfortunately, many negative behaviors are learned at home. Violent and aggressive behaviors, for example, as well as drug and alcohol abuse, are often demonstrated by parents. From a community perspective, schools are in a pivotal position from which to intervene. Yet, many school-based mental health professionals, including school psychologists, school counselors, and school social workers, lack the knowledge to provide direct interventions. This article examines contemporary problems facing families, considers the home-school linkage, and explores interventions for schools and school-based mental health professionals.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122460714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Effectiveness of a Hearing Conservation and Vocal Hygiene Program for Kindergarten Children 幼稚园儿童听力保护与声乐卫生课程的效果
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008v18n01_09
Kathleen Scrimgeour, S. E. Meyer
{"title":"Effectiveness of a Hearing Conservation and Vocal Hygiene Program for Kindergarten Children","authors":"Kathleen Scrimgeour, S. E. Meyer","doi":"10.1300/J008v18n01_09","DOIUrl":"https://doi.org/10.1300/J008v18n01_09","url":null,"abstract":"Abstract Noise-induced hearing loss and disorders of the voice are two potentially preventable communication disorders. This study sought to determine if young children's knowledge regarding potentially abusive hearing and voice behaviors can be changed through education. An interactive educational program-“Ears for Listening, Voice for Speaking” (ELVS)-was presented to 66 kindergarten students. A questionnaire, testing the students' knowledge regarding anatomy, abusive behaviors, and conservation practices, was administered pre- and post-ELVS participation. A statistically significant increase was found in the students' knowledge post-ELVS participation. Scores on the voice questions were lower than hearing, and, although the difference was not statistically significant, girls scored higher than boys, both pre- and post-ELVS participation. This study highlights the importance of early intervention through education in preventing noise-induced hearing loss and voice disorders.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127298973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Screening Young Children's Social Behaviors 筛选幼儿的社会行为
Special services in the schools Pub Date : 2002-09-01 DOI: 10.1300/J008v18n01_06
John D. Hall, R. K. Bramlett
{"title":"Screening Young Children's Social Behaviors","authors":"John D. Hall, R. K. Bramlett","doi":"10.1300/J008v18n01_06","DOIUrl":"https://doi.org/10.1300/J008v18n01_06","url":null,"abstract":"Abstract This study examined decision reliability associated with estimates of risk status for 114 first grade students. The study focused on social behaviors as measured by the School Social Behavior Scales (SSBS) and Social Skills Rating System (SSRS). Overall, the decision reliability between the two measures designed to assess social behaviors was moderate when social behaviors were rated by the teacher and low when assessed by alternative raters (i.e., teacher versus parent). Screening practices that include alternative assessment methods (such as interviews and observations) should be considered by special services personnel in addition to traditional standardized procedures.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128108589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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