Sentences with phrase «outcomes for youth with»

Exploring Factors Relating to Positive Outcomes for Youth with Bipolar Spectrum Disorder: A Multi-Informant, Mixed Methods Study.

Counseling Outcomes for Youth With Oppositional Behavior: A Meta - Analysis.

The National Secondary Transition Technical Assistance Center (NSTTAC) helps states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities and disseminates information and provides technical assistance on scientifically - based research practices with an emphasis on building and sustaining state - level infrastructures of support and district - level demonstrations of effective transition methods for youth with disabilities.

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.

Not exact matches

Officials would «begin the preparatory steps for implementing this recommendation», a spokesman said, which would «of course, be subject to the outcome of appropriate consultation, especially with young people's organisations including the Scottish youth parliament».

One of the protesters, Mr. Oluwatuyi Adekanmbi, said youths across the state were protesting the decision of INEC to go on with the election without waiting for the outcome of the suit before the Appeal court.

That outcome was stunning given the speaker's long identification with the LGBT community — as the 1991 campaign manager and later chief of staff to Tom Duane, the Council's first out gay member; as head of the New York City Gay and Lesbian Anti-Violence Project; as a demonstrator arrested year after year in protests against the exclusion of openly gay participants in Manhattan's St. Patrick's Day Parade; and as a Council member who pursued a range of initiatives in support of the community, including a school anti-bullying law, a requirement that the city only do businesses with contractors with anti-discrimination policies in place, and funding for LGBT homeless youth services, senior services, and the capital needs of the LGBT Community Center.

The «National Autism Indicators Report: Transition into Young Adulthood» is a comprehensive report that presents new findings about a wide range of experiences and outcomes of youth on the autism spectrum between high school and their early 20s, including new safety and risk indicators for young adults with autism.

According to a recent implementation study with the John W. Gardner Center for Youth and Their Communities at Stanford University, Aim High is helping students reach positive outcomes, and the teaching and instructional practices result in «increased self - efficacy, or the belief in one's ability to succeed» for its students.

Gonzales is the author of the 2015 book Lives in Limbo: Undocumented and Coming of Age in America, which explores why highly educated undocumented youth share similar work and life outcomes with less educated peers, and the failures of our country's current system to provide for their integration and success.

Since 2013, the Department of Labor - funded program has yielded an array of powerful outcomes for youth involved with the juvenile justice system through restorative justice projects, record expungement, school retention, job placement, and more.

Local educators, in partnership with other stakeholders, can then use an ongoing data based decision - making model utilizing secondary transition data related to graduation (Indicator 1), dropout (Indicator 2), transition compliance of the IEP (Indicator 13), and post-school outcomes (Indicator 14) to improve in - school transition programs for youth with disabilities.

It also helps states collect, analyze, and use post-school outcome data to improve the quality of secondary and transition programs for youth with disabilities.

(Utah) Providing breakfast for students with long bus rides, offering quick grab - and - go meals, or even serving food after the bell rings can effectively increase participation in school breakfast programs — something that can boost outcomes for low - income youth, advocates say.

Lastly, the author lists five recommendations for LAUSD to promote better outcomes for foster youth, including partnering with state and local agencies and stakeholders to create complimentary and comprehensive service plans and goals.

The Office of Special Education Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disabilities.

A nonpartisan, nonprofit research, development, and service agency working with education and other communities throughout the United States and abroad, WestEd aims to improve education and other important outcomes for children, youth and adults.

However, the underlying mechanisms through which contact with the police and courts results in these undesirable outcomes for youth is unclear.

This brief provides state and local policymakers as well as education and juvenile justice leaders with information about how they can use requirements under the Every Student Succeeds Act (ESSA) to improve education and workforce outcomes for youth in long - term juvenile justice facilities.

Project LIVE & Achieve is a comprehensive program bringing schools, community groups, and faith organizations together to promote non-violence, academic success, high expectations and community involvement, with the main goal being to decrease violence impacting New Orleans youth and to strive for higher academic outcomes for students.

«This school community wants excellent services and outcomes for all youth and the Partnership is aligned with this mission,» García said in a statement.

Cross-boundary leadership is a philosophy that acknowledges that children, youth, and communities are served through multiple, independent systems and that leaders must forge partnerships with each other across systems to improve outcomes for everyone.

In this role, he supports states in their work to raise expectations and improve outcomes for children and youth with disabilities.

Green Dot has proven it can improve outcomes for low - income, high - risk youth, by building new schools, and through turnaround efforts, and in partnership with a unionized workforce.

The Moriah Group, an international consulting firm focused on enhancing outcomes for children and youth through improved education, and the National Dropout Prevention Center / Network, the foremost resource for educators and policymakers who work to improve graduation rates, worked together to produce the paper, with the sponsorship of the Robert Wood Johnson Foundation.

IEL's program, Right Turn Career - Focused Transition Initiative, was highlighted for its positive outcomes in supporting career development for youth that are involved with or at risk of becoming involved with the juvenile justice system.

Leveraging the Every Student Succeeds Act to Improve Educational Services in Juvenile Justice Facilities This brief provides state and local policymakers as well as education and juvenile justice leaders with information about how they can use requirements under the Every Student Succeeds Act to improve education and workforce outcomes for youth in long - term juvenile justice facilities.

Diploma Options, Graduation Requirements, and Exit Exams for Youth with Disabilities: 2011 National Study from the National Center on Educational Outcomes.

By collaborating with school districts, school boards, and communities, ICE is able to strengthen partnerships that lead to more positive environments and outcomes for youth.

(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?

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

«We strive to fund established programs that use positive methodology and train to a rigorous standard, while also demonstrating strong fiscal management, demonstrated success, measurable outcomes and the potential to positively impact multiple populations, for example, a program that rescues dogs from shelters, and then uses at - risk youth to train them to become a service dog for a person with a disability would be an ideal program.»

With all eyes focused on the outcome of the UN Climate Change Conference, which ends this week, Victoria and her fellow youth climate activists are stepping up to make sure world leaders heed their call for a sustainable and equitable future.

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.

Placement stability is one of the key desired outcomes for children and youth involved with the foster care system.

PARC was one of three sites in the U.S. for the Pediatric OCD Treatment Studies, the largest federally - funded treatment outcome studies for youth with OCD.

Therefore, although growing up with single or cohabiting parents rather than with married parents is linked with less desirable outcomes for children and youth, comparisons of the size of such effects, across outcomes, ages, and cohorts, is not possible.

The juvenile justice system is not equipped to provide adequate mental health services for the large numbers of detainees with psychiatric disorders.115, 116 Although the mental health needs of youth in the juvenile justice system have been given much attention recently, 10,117,118 there are still few empirical studies of the effectiveness of treatment and outcomes.10 This omission is critical.

Welfare reform has disrupted Medicaid benefits for millions of children who need treatment.97, 98 Medicaid enables many youth to receive psychiatric treatment.99 Many parents who left welfare to go to work found their new jobs did not provide insurance or, when available, they could not afford copayments.100, 101 The State Children's Health Insurance Program, designed to offset the loss of Medicaid, did not fulfill its intended purpose.98, 102 Moreover, welfare reform has not substantially decreased poverty103; many poor children have become even poorer.104 Poor children are vulnerable to poor outcomes, 105 including involvement with the juvenile justice system.

Outcome research provides us with the opportunity to argue eloquently for the worth of quality Child and Youth Care practice, in that the factors which are the cornerstone of our work (the relationships we establish with our young clients and the experiences we facilitate) are the very factors demonstrated to be therapeutically efficacious in bringing about change.

However, factors such as disappointing research outcomes, and the challenges encountered in caring for youth with complex needs have led to a renewed interest in group care.

Females are increasingly arrested for crimes against persons and violent crimes75 and make up an increasingly large proportion of delinquent youth.1, 2 Prior studies76, 77 of youth with conduct disorders (many of whom will become delinquent) suggest that females have greater persistence of emotional disorder and worse outcomes than males.

Historically, mental health care providers (Henggeler, 1994) and juvenile justice authorities (Henggeler, 1996) have not been required to provide consumers, the public, or funders with data on the outcomes for the youth and families they serve.

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.

An Early Childhood Education and Support Intervention for Kinship Families Littlewood, Strozier, & Whittington (2014) Children and Youth Services Review, 38 View Abstract Highlights outcomes from the Kin As Teachers (KAT) Program, an early childhood education program specifically designed for children living with a grandparent or other relative.

Resources in this section provide information about and skills for working with diverse populations to help child welfare professionals engage families, make appropriate case decisions, improve outcomes, and serve the best interests of children, youth, and families.

Partnering With Families and Communities National Resource Center for Permanency and Family Connections (2013) Offers a webcast on the Prevention Initiative Demonstration Project (PIDP) in Los Angeles, CA, and discusses three strategies to support positive outcomes for children, youth, and families: decreasing social isolation by connecting families to each other; addressing issues of economic security; and increasing access to available resources.

The Ramsey County CFA Model is a conceptual map and organizational philosophy that includes definitions and explanations regarding how staff partner with families, service providers, and other stakeholders in the delivery of services to achieve positive outcomes for youth and their families.

Dr. Brown's research publications have included: Self - cutting and sexual risk among adolescents in intesive psychiatric treatment; Promoting safer sex among HIV - positive youth with hemophilia: Theory, intervention, and outcome; Predictors of retention among HIV / hemophilia health care professionals; Impact of sexual abuse on the HIV - risk - related behavior of adolescents in intensive psychiatric treatment; Heroin use in adolescents and young adults admitted for drug detoxification; and Children and adolescents living with HIV and AIDS: A review

Taking Effective Treatments to Scale: Organizational Effects on Outcomes of Multisystemic Therapy for Youths with Co-Occurring Substance Use Schoenwald, Chapman, Henry, & Sheidow (2012) Journal of Child and Adolescent Substance Abuse, 21 (1) View Abstract Examines organizational climate and structure effects on the behavior and functioning of delinquent youths with and without co-occurring substance use that is treated with an evidence - based treatment (EBT) for serious antisocial behYouths with Co-Occurring Substance Use Schoenwald, Chapman, Henry, & Sheidow (2012) Journal of Child and Adolescent Substance Abuse, 21 (1) View Abstract Examines organizational climate and structure effects on the behavior and functioning of delinquent youths with and without co-occurring substance use that is treated with an evidence - based treatment (EBT) for serious antisocial behyouths with and without co-occurring substance use that is treated with an evidence - based treatment (EBT) for serious antisocial behavior.