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Hinton, Vanessa; Buchanan, Alice M.; Rudisill, Mary – Preventing School Failure, 2016
Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs--academic or behavioral. Yet, tiered instruction…
Descriptors: Physical Education, Models, Positive Behavior Supports, Intervention
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Oakes, Wendy Peia; Lane, Kathleen Lynne; Cox, Meredith Lucille; Messenger, Mallory – Preventing School Failure, 2014
In this article, the authors provide an overview of behavior screening tools available, including free and commercially available options. Next, the authors offer step-by-step procedures for (a) selecting, (b) scheduling, (c) preparing, (d) administering, and (e) scoring and interpreting behaviors screening tools. The authors conclude with…
Descriptors: Screening Tests, Behavior Problems, Decision Making, Models
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Menzies, Holly M.; Lane, Kathleen Lynne – Preventing School Failure, 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…
Descriptors: Evidence, Identification, Functional Behavioral Assessment, Prevention
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Neitzel, Jennifer – Preventing School Failure, 2010
Positive behavior support has gained attention in recent years as an effective practice for reducing challenging behaviors in children and youth with a variety of disabilities including autism spectrum disorders (ASD). The goal of positive behavioral interventions for students with ASD is to prevent and reduce the occurrence of interfering…
Descriptors: Autism, Behavior Modification, Functional Behavioral Assessment, Pervasive Developmental Disorders
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Albrecht, Susan Fread – Preventing School Failure, 2008
The time-away intervention model targets students in conflict with teachers or other students. The model features a 3-step intervention process: (a) time out, (b) redirection, and (c) conflict resolution. Schools that implement time away have documented an effective skill-building strategy for preventing the need for tertiary-level restrictive…
Descriptors: Behavior Problems, Intervention, Conflict, Disabilities
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Darch, Craig; Miao, Yu; Shippen, Peggy – Preventing School Failure, 2004
The authors present a practical model for including parents of children with learning and behavior problems in the schools. First, characteristics of families with children with learning and behavior problems are discussed. Next, 4 features of an effective program to involve parents are presented. These features are: (a) proactive design, (b)…
Descriptors: Models, Parent Participation, Children, Learning Problems
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Conroy, Maureen A.; Fox, James J. – Preventing School Failure, 1994
This article describes a model that deals with classroom behavior problems by incorporating contextual or setting events with traditional learning theory models. The paper discusses examples of setting events that affect children's aggression, ways to assess the effects of setting events on student behavior, and ways in which teachers can…
Descriptors: Aggression, Behavior Problems, Classroom Environment, Classroom Techniques
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Peck, Janine; Sasso, Gary M.; Stambaugh, Megan – Preventing School Failure, 1998
This paper discusses psychometric aspects of the functional analysis model in planned intervention with mainstreamed students having emotional/behavioral disorders. Discussion focuses on reliability and validity of clinical analysis of behavior and functional and structural analysis in the classroom. (DB)
Descriptors: Behavior Disorders, Behavior Problems, Elementary Secondary Education, Evaluation Methods
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Rogers, Elisabeth Lodge – Preventing School Failure, 1998
Describes a model for conducting functional assessment in the home. The model uses a trans-disciplinary technical-assistance team to assess and plan interventions for young children with severe challenging behaviors. Discussion includes the kind of information needed, specific examples of data collection in the home, and the benefits and barriers…
Descriptors: Behavior Problems, Data Collection, Disabilities, Early Intervention
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Braaten, Sheldon – Preventing School Failure, 1991
A draft policy developed by the Minneapolis (Minnesota) public schools concerning the use of aversive or deprivation procedures with students who are handicapped is presented. The policy model covers such elements as response to prior interventions; written treatment plan; informed consent; supervision; maintenance and retention of records;…
Descriptors: Behavior Modification, Behavior Problems, Disabilities, Discipline Policy