Sentences with phrase «targeting school behaviors»

The authors examined the results by program type and found that alternative educational programs (programs involving a group of students in a traditional school) and behavioral programs (programs targeting school behaviors and increasing problem - solving skills with a system of rewards and punishments) had significant positive effects on attendance and enrollment measures.

Not exact matches

Behavior charts help the caregiver and the child see how they are progressing with targeted behaviors, such as cussing, not doing school work, arguing, and more.

Study co-author Nigel Bamford, a pediatric neurologist at the University of Washington School of Medicine, says that if similar changes occur in humans, it will indicate that an effective way to fight addiction may be to design therapies that target the affected area — the striatum, a forebrain region that controls movement but also has been linked to habit - forming behavior.

In addition to supporting the overall effectiveness of school - based mental health care, follow - up analyses revealed that school - based services targeting child behavior problems were particularly effective, relative to services targeting child attention problems, mood and anxiety problems, or substance use.

«When we talk about empathy, perspective - taking, and mindfulness, those things are circulating around a broader framework of social - emotional learning,» says Associate Professor Stephanie Jones, who researches the developmental impact of school - based interventions targeting children's social - emotional skills and aggressive behavior.

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.

We need effective and fair school discipline, with schools creating and nurturing a climate and culture that promote positive behavior, and we need targeted, consistent collaboration between the education, justice, and social service systems, as well as the communities they serve.

Built upon the idea that school improvement needs structures and procedures that support sustainability, ASCD's Capacity Building solution is customized for each partner through a highly consultative process that focuses on building awareness, skill development, implementation, and maintenance of targeted educational behaviors over time.

Aguilar, director of a coaching initiative that works with public school teachers in Oakland, California, describes how effective instructional coaches help teachers set narrow but high - leverage goals, target specific behaviors teachers could improve, and connect individual coaching to schoolwide goals.

The coaching model my coaching team implements in Oakland's struggling public schools is targeted, seeks to shift specific teacher behaviors and beliefs, and emerges from a comprehensive school transformation plan.

Experienced NYCLA coach practitioners will guide participants in building their ability to foster trusting professional relationships with school leaders, help principals reflect on targeted leadership behaviors, practices and school challenges, and support principals in developing the clear action steps necessary to accelerate school transformation and student achievement.

Fundamental to the intervention is a relationship of mutual trust and open communication between the targeted student and a mentor, who regularly checks on the student's school adjustment, behavior, and educational progress, and intervenes to reestablish and maintain the student's connection to school and learning and to enhance his or her social and academic competencies.

Not only did teachers notice a positive change in student behavior, but compared with schools that were not making adequate yearly academic progress under NCLB, schools that were meeting their annual academic targets also had a greater commitment to SEL.21

The third recommendation connects these teacher concerns to resources the TDOE could provide in conjunction with Response to Instruction and Intervention for Behavior (RTI2 - B): «Because TDOE focuses on RTI2 - B in the draft ESSA plan (2016), TDOE could expand the RTI2 - B framework to reach more districts and schools through CORE offices or Tennessee Behavior Supports Project (TBSP), thereby providing additional targeted support in areas highlighted as obstacles by teachers.»

Through a highly consultative process that focuses on building awareness, skill development, implementation, and maintenance of targeted educational behaviors over time, ASCD works directly with school leaders to customize capacity - building solutions for each partner.

Using harsh punitive measures, African American, Latino, American Indian and other students of color, as well as low - income students of all races, were targeted for their behavior in schools.

The web - based course Companion Animal Behavior Distance Learning Course will target veterinary schools and colleges without a formal course in animal bBehavior Distance Learning Course will target veterinary schools and colleges without a formal course in animal behaviorbehavior.

KEY COMPETENCIES • Exceptional knowledge of developing and implementing middle school lesson plans • Vastly trained in using appropriate instructional strategies aimed at meeting individual students» needs • Strong communication skills targeted at imparting classroom instruction • Excellent knowledge of managing student behavior in accordance to the Student Code of Conduct

• Assisted lead teachers in creating specifically targeted lesson plans for students with special needs • Provided assistance in imparting lessons based on special education techniques approved by the school • Enforced behavior standards and ensured that each student followed them appropriately • Assisted students with special needs in understanding concepts individually and in groups • Ascertained the overall safety and wellbeing of enrolled students by providing them with physical cover and emotional support

Monitor and collect data on individual students regarding targeted behavior Maintain up to date graphs and charts, organize and present data to school officials Complete timely and through evaluations, reports, progress notes and correspondence Coordinated special events Apply all laws, rules and regulations regarding child advocacy mandated by the state of Pennsylvania Generate solutions independently and in conjunction with the students case Manager and clinician.

The larger bullying prevention field has appeared to shift away from targeting bullies, and bullying behavior, toward improving the overall school climate of the school, as Twemlow advocates.

When it can be shown certain behaviors are a result of a formally diagnosed impairment (bipolarity, obsessive compulsive disorder, attention deficit hyperactivity disorder, anxiety disorder, depression, oppositional / defiant disorder, etc.), schools are legally responsible to provide accommodation instead of discipline for the aggressors and additional services / support for the targets.

The success of teachers and administrators in helping students develop social competence depends on their ability to (a) develop a school - wide culture of social competence, (b) infuse the curriculum with situation - specific social skills lessons that target key behaviors, and (c) match the level and intensity of instruction to students» social skills deficits (Gresham, 1998; Sugai and Lewis, in press).

Social skills lessons targeting key behaviors in specific situations To support the development of a school - wide culture of competence, social skills instruction must be an integral part of the school's curriculum and daily operations (Sugai and Lewis, in press).

Positive parenting practices (e.g., parental support, monitoring, avoiding harsh punishment) are associated with positive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older children.

Detecting and describing preventive intervention effects in a universal school - based randomized trial targeting delinquent and violent behavior.

This book strikes me as cognitive - behavioral in nature and includes many interventions broken down by target behaviors to correct within a school.

The program targets elementary school children (ages 6 to 10) who are at high risk for early development of conduct problems, including substance use (i.e., who display early aggressive, disruptive, or nonconformist behaviors).

This model includes a focus on explicit and integrated social and emotional skills instruction, school culture and climate, and targeted support for, students» behavior and mental health needs.

Dr. Schindler's current research program focuses on how interventions and policies can best target family and school contexts during early childhood to prevent behavior problems and promote mental health in vulnerable populations of families.

Practice Goals / Target Population Universal school - based prevention and intervention programs for aggressive and disruptive behavior target elementary, middle, and high school students with the intention of preventing or reducing violent, aggressive, or disruptive behaTarget Population Universal school - based prevention and intervention programs for aggressive and disruptive behavior target elementary, middle, and high school students with the intention of preventing or reducing violent, aggressive, or disruptive behatarget elementary, middle, and high school students with the intention of preventing or reducing violent, aggressive, or disruptive behaviors.

Target Population: School - age children between ages 6 - 12 and adolescents who have experienced traumatic events, have a breakdown in emotionally supportive relationships, and show symptoms of traumatic stress / Complex Trauma including high risk behaviors and developmental delays; can also be used alongside other programs to engage / sustain engagement of children and caregivers with Complex Trauma, intellectual deficits and developmental delays

Target Population: Adolescents aged 14 - 18 in need of residential placement, who have fallen into trouble in the community with behavior characterized by substance abuse problems, delinquent behaviors, school failure, family problems, negative peer associations, and by an inability to make positive decisions

Behavior Interventions - Targeted The universal school experience however may not be enough for all students.

In the «Targeted» Intervention section of the Behavior Home Page, you will find links to The Teacher's Encyclopedia of Behavior Management, Preventing Your Rules from Falling Apart, Safe and Civil Schools Resources, Facilitator's Guide to Positive Behavior Support, Time Out Procedures, Understanding Behavior: An Interactive Tutorial, and Functional Behavioral Assessment and Behavior Intervention Plan Resources.

«The success of teachers and administrators in helping students develop social competence depends on their ability to (a) develop a school - wide culture of social competence, (b) infuse the curriculum with situation - specific social skills lessons that target key behaviors, and (c) match the level and intensity of instruction to students» social skills deficits (Gresham, 1998; Sugai & Lewis, in press).

Familias Unidas targets multiple problem behaviors among youth in schools, community organizations and the juvenile justice system.

Target Population Universal, school - based SEL programs target all students in the school, and not only those exhibiting problem behaTarget Population Universal, school - based SEL programs target all students in the school, and not only those exhibiting problem behatarget all students in the school, and not only those exhibiting problem behaviors.

Another prevention program working with Mexican American families, the Bridges / Puentes school - based program demonstrated similar effects for several targeted parent behaviors including harshness, positive reinforcement, and monitoring, as well as adolescent active coping and school involvement (Gonzales et al., 2012).

Consistent with the broader field of developmental disabilities [50], interventions targeting behavior and mental health problems in preschool and school - aged children with FASD have predominately focused on parent training interventions.