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ERIC Number: EJ934842
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-1045-988X
Using Self-Regulation Strategies and Functional Assessment-Based Interventions to Provide Academic and Behavioral Support to Students at Risk within Three-Tiered Models of Prevention
Menzies, Holly M.; Lane, Kathleen Lynne
Preventing School Failure, v55 n4 p181-191 2011
Some students exhibit behavioral issues as early as preschool and kindergarten. Conventional wisdom suggests waiting to see whether students outgrow these difficulties. However, there is extensive evidence that early detection and intervention is preferred to the wait-and-see approach because it is more likely to result in better academic and social outcomes later in students' school careers. Schoolwide Positive Behavior Support is a multitiered model that uses primary, secondary, and tertiary levels of support to provide an instructive approach to behavior, as opposed to more reactive models. This article introduces suggestions for secondary and tertiary supports--self-regulation strategies and functional assessment-based interventions, respectively--to meet the multiple needs (academic, behavioral, and social) of students at risk for negative outcomes caused by behavioral issues. (Contains 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A