Sentences with phrase «skill teaching interventions»

Not exact matches

There are a couple of experimental classroom interventions that I think seem particularly promising, including Tools of the Mind, which uses extended make - believe play and other teaching strategies to develop self - regulation in 4 - and 5 - year - olds, and OneGoal, the Chicago - based high school program that teaches juniors and seniors a particular set of non-cognitive skills designed to help them persist in college.

They are born domestic anarchists who need to develop a social set of resolution skills, partly through observation of those around them; partly due to direct teaching and intervention by parents and carers; and partly through experience.

Primary prevention interventions with fathers of young children whose partners are involved in home visitation services (i.e., programs that teach parenting skills and provide support to fathers in their own homes) have become increasingly popular in the U. S. 13 To date, only descriptive studies have been conducted of these programs.

Treatment for ADHD includes education of the individual and his or her family about the nature of ADHD and its management; positive and proactive behavioral interventions that provide structure, consistency, predictability, and teach appropriate skills; parent training to teach and support effective parenting approaches for a child with ADHD; and modifications, support, and accommodations to increase success at school or work.

The Jamaican intervention relied on home visits to teach mothers, one - on - one, how to interact with their toddlers using books and toys designed to raise cognitive, language, and motor skills.

Intervention programs for moms at - risk, therefore, should focus on bolstering mothers» self - confidence — not just teach parenting skills, the researchers said.

Shen adds that although the GAT wasn't designed to predict depression or PTSD, a similar survey could identify soldiers who may benefit from preventive interventions, such as group therapy sessions designed to teach coping skills, or being moved to noncombat positions.

ESDM, which combines applied behavioral analysis (ABA) teaching methods with developmental «relationship - based» approaches, was previously demonstrated to achieve significant gains in cognitive, language and daily living skills compared to children with ASD who received commonly available community interventions.

Early intervention is recommended to teach alternative communication skills.

In her eight - week intervention program, some of the students were taught study skills and growth mindset — or how they could learn to be smart because the brain is a muscle that becomes stronger with use.

So we wanted to make sure that we had an approach that not only assessed those skills but also provided teaching interventions to address those skills and lift those kids up as rapidly as we could.

So, we wanted to have things like common unit lesson plans, we also wanted to develop more of a team culture so that there's more sharing of ideas and more collaboration... But we also wanted to develop resources that could be used within the school and beyond the school, because a lot of our students, we find when they leave us they don't return to any other education environment, they're sort of outside the education system... As part of our intervention we developed a suite of teaching materials around the Certificate I in Core Skills for Employment and Training that can be used widely.

choosing appropriate intervention times — the teaching and instruction of particular knowledge and skills; what is required to get the job done (for example, if the task requires measurements to be made, then an understanding of measurements and the metric system is fundamental knowledge to be taught); and

The program's aim is to teach awareness of the skills needed to form respectful relationships and more specifically to challenge gender stereotypes that can lead to gender - based violence and disrespectful attitudes to women.The Department of Education and Early Childhood Development (DEECD) states that, «Early interventions with children and young people can have a lasting effect on their relationships in the future... On the basis of current evidence, violence prevention and respectful relationships initiatives among young people can make a real difference, producing lasting change in attitudes and behaviours.»

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) takes a «systems approach,» targeting a school's overall social culture and providing intensive behavior supports, such as functional behavioral assessments, identifying contexts where behaviors occur, and teaching communication, social, and self - management skills, as needed.

Strategies • Classroom contracts • Explicit anti-bullying or community - building curricula • Timely interventions in conflicts and hurtful exchanges • Teaching and modeling of empathy and active listening skills

Random allocation involves one «population» of pupils being allocated randomly into an intervention group, where they will receive something new (such as a new style of teaching, or a specific intervention to improve numeracy skills for example), and a control group, where they will continue receiving their education as usual.

Her extensive research looks at which teaching interventions and techniques are most effective in helping children acquire literacy and language skills.

They both build on the foundation of SEL skills taught in the Second Step Program while also focusing on specific prevention and intervention goals.

A balanced approach to teaching students social - emotional skills using a strong schoolwide foundation of Positive Behavior Intervention and Support (PBIS), coupled with specific curriculum programs such as Second Step, allows both educators and students ample opportunities to grow their EQs.

Clinical interventions are designed to teach positive behavior skills and strategies, and address the underlying causes of disruptive behaviors among urban students.

Provide literacy intervention for striving readers and teach targeted reading skills in the classroom or in pull - out sessions.

http://www.mcgraw-hill.com.au/cgi-bin/browse2.pl?code1=238&subject1=SRA&code2=4955&subject2=Direct+Instruction&flag1=&division=AUSS Scholastic - Teaching and Assessing Reading Skills Extensive website with much information and resources on topics such as Alphabet Recognition, Early Reading, Literature, Phonemic Awareness, Phonics, Assessment, Comprehension, Fluency and Intervention, Spelling and Vocabulary for grades 6 - 8 and 9 - 12.

These interventions are usually conducted with small groups of students and focus on teaching and practicing the target skills.

A Los Angeles book launch event on Dec. 2 featured four Teach Plus Teaching Policy Fellows and contributing writers: Sujata Bhatt, founder of the Incubator School; Kyle Hunsberger, a mathematics teacher at Johnnie L. Cochrain, Jr., Middle School who developed and successfully implemented a 6th - grade basic - skills intervention program; Jeannette Marrone, a founding teacher at Environmental Science and Technology High School; and Stephanie Widmer, a Teach for America Learning Team Leader and humanities teacher at Camino Nuevo Charter Academy.

Hensley rotates her teachers through the intervention groups as well so they can gain experience teaching different reading skills.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardTeaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteaching faculty, support and intervention staff members, and board members

Grammar for Writing is a literacy intervention that aims to improve writing skills of Year 6 pupils by providing contextualised grammar teaching.

EPA Student and Teacher Resources Risk Management Game Decision Making Game Teaching Money Management Skills to 6 - 12 graders Federal Spending & Budget Exercises Red Cross «Masters of Disaster» Hydroville Curriculum Project (Problem - Based Environmental Health Curricula) K - 12 Teaching Tools from the National Fire Protection Association NFPA Games and Safety Tips «NEED» — The National Energy Education and Development Project US Government Air Quality Education Agritourism — Safety on Farm Field Trips, Farm Animal Safety Positive Behavioral Interventions & Supports Maryland PBIS Common Sense Media Information on Cyberbullying Home of the Olweus Bullying Prevention Program Safe and Supportive Schools Take the Pledge to Stop Bullying Tolerance.org StopBullying.gov

Supporters of these approaches — that have names like «Social and Emotional Learning» and «Positive Behavioral Interventions and Supports» — say that teaching students positive social skills can help prevent or eliminate such risky behaviors as drug use, violence, bullying, and dropping out.

«We need to ensure that we have a world - class curriculum, with highly skilled teaching staff, and a range of interventions specifically designed to ensure that all learners reach their potential.»

Routman shares best practices for teaching reading and writing skills that reduce the need for intervention, offers tips on giving productive feedback to accelerate student and teacher learning, and provides a foundation for building professional literacy communities that help educators create sustainable school change.

While developmentally appropriate interventions to teach critically important fundamental academic, social and self - management skills have been designed for students in grades K - 1 (Ready to Learn) and for students in grades 4 - 10 (Student Success Skills), up until now this was not available for students in grades skills have been designed for students in grades K - 1 (Ready to Learn) and for students in grades 4 - 10 (Student Success Skills), up until now this was not available for students in grades Skills), up until now this was not available for students in grades 2 - 3.

He is currently developing and exploring the importance of embedding cognitive training in and skills - focused academic interventions for most difficult - to - teach children.

StartUp, BuildUp, and SpiralUp Phonics Skill Bag Kits are a proven solution to teaching phonics in an intervention or small - group classroom setting.

Then students are grouped for interventions based on the skills they need, and interventionists are tapped to lead those student groups based on their expertise in teaching them.

The intervention involved direct teaching of word meanings; teaching and raising awareness of words with multiple meanings; systemic teaching of word analysis skills including roots and affixes; engaging students in word games, riddles, and other activities designed to promote deeper understanding and use of the words in new and meaningful contexts; and finding the words outside of school.

The Master of Arts in Special Education is designed for individuals who hold a valid Minnesota teaching license and who wish to expand their teaching skills and knowledge of the characteristics and interventions used with students with specific learning disabilities.

The National Center on Response to Intervention (2010) identifies positive school climate as possessing four key components: 1) creating a caring school community, 2) teaching appropriate behavior and social problem - solving skills, 3) implementing positive behavior support, and 4) providing rigorous academic instruction.

In response to the literature, Barnes, Bauza, and Treiber (2003) have recommended implementing interventions similar to that of Lesson One that teach skills in stress reduction.

Lesson One offers a whole school culture change that is easily integrated into each classroom's existing academic curriculum; the intervention promotes a positive school climate by teaching life skills conducive to self - control, self - confidence, responsibility, conflict resolution, and cooperation.

When taught correctly, learning strategy interventions and direct instruction provide students with appropriate modeling, practice, and feedback to master skills and cognitive strategies for independent use in a variety of situations in and outside of school.

With a reduced teaching staff, ICEF Vista needed an instructional program that would provide intervention for students lacking basic foundational skills (such as simple addition and subtraction) and struggling to gain automaticity with basic calculations.

«Animal - assisted interventions are a valid approach for teaching children with autism spectrum disorders the skills necessary to engage with peers, family members, and the larger community.»

If significant results are found, it will further demonstrate that animal - assisted interventions are a valid approach for teaching children with ASD the skills necessary to engage with peers and will further support the role of the human - animal bond in advancing children with developmental delays.

Experience in teaching and maintenance of daily living skills, crisis intervention and family reintegration.

The Race To the Top — Early Learning Challenge (RTT - ELC) grant will ensure that New Mexico will have an early childhood workforce that is more highly qualified and skilled to teach and provide intervention to our youngest children and their families.

There are fewer long - term evaluations of adolescent interventions, but workplace - based programs that teach character skills are promising.

A skill - based HIV / STD intervention provided information and taught skills necessary to practice and negotiate condom use.

First - grade teachers of the full intervention group also received instruction in the use of a cognitive and social skills training curriculum, interpersonal cognitive problem solving, 39,40 which teaches skills to children to think through and use alternative solutions to problems with peers.