Mission: To expand the mentoring field's regional capacity to reach more school - aged children with caring, committed adult mentors, using best practices, training and professional support to achieve lifelong positive educational and
behavioral outcomes for youth.
Not exact matches
Given the potential of afterschool programs to support
youth in urban, low - income communities, the researchers examined the role that the afterschool classroom environment plays in terms of academic
outcomes for youth with and without social and
behavioral difficulties.
The purpose of this project is to enhance collaboration and coordination among schools, mental and
behavioral health specialists, law enforcement and juvenile justice officials to help students succeed in school and prevent negative
outcomes for youth and communities.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design
for Learning (1999) E626: Developing Social Competence
for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies
for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School
Outcomes for Students with Emotional and
Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide
Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension
for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings
for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention
for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional
Behavioral Assessments (FBAs) and
Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and
Youth (1998) E635: What Does a Principal Need to Know About Inclusion?
Research shows that improving organizational climates in child welfare agencies may enhance
outcomes for the children,
youth, and families they serve.3 To provide a more holistic view of wellness, this section offers information, materials, and tools
for supporting and promoting the
behavioral health and wellness of children and families involved with child welfare, in addition to resources on worker and organizational wellness.
Cognitive -
Behavioral School - Based Interventions
for Anxious and Depressed
Youth: A Meta - Analysis of
Outcomes.
«The authors have outlined the professional skills, knowledge, and competencies necessary to promote positive emotional and
behavioral outcomes for LGBT
youth — while also reminding us that «best practices» must be supported by comprehensive and sustainable policies and programming.
Summary: (To include comparison groups,
outcomes, measures, notable limitations) This study evaluated Trauma and Grief Component Therapy
for Adolescents (TGCT - A)[now called Trauma - Grief Component Therapy
for Adolescents (TGCT - A)-RSB- and Child and Parent Trauma - Focused Cognitive -
Behavioral Therapy Treatment Manual (TF - CBT), both collectively referred to hereafter as trauma - specific CBT, versus a brief CBT skills intervention with traumatized
youth in a post-disaster context.
Although there is a growing interest in research concerning disparities in diabetes
outcomes due to access to quality health care (Valenzuela, La Greca, Hsin, Taylor, & Delamater, 2011), it is importance to investigate
behavioral influences, such as parenting, as a potential target
for interventions to improve
outcomes in
youth with T1D (Wysocki et al., 1999; 2008).
Given the concurrent
behavioral and emotional difficulties associated with bullying, as well as the potential long - term negative
outcomes for these
youth, the issue of bullying merits serious attention, both
for future research and preventive intervention.