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Empowering Teachers with Low-Intensity Strategies to Support Instruction: Self-Monitoring in an Elementary Resource Classroom
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Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia – Preventing School Failure, 2018
Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning…
Descriptors: Teacher Empowerment, Educational Strategies, Self Evaluation (Individuals), Elementary School Students
Primary Prevention Efforts: How Do We Implement and Monitor the Tier 1 Component of Our Comprehensive, Integrated, Three-Tiered (CI3T) Model?
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Lane, Kathleen Lynne; Oakes, Wendy Peia; Magill, Lauren – Preventing School Failure, 2014
In this article, the authors clarify the role of the leadership team, providing a rationale for one integrated team to examine academic, social, and behavioral programming, with careful attention to including all key stakeholders. Next, the authors discuss the procedures for teaching all key stakeholders the comprehensive, integrated, three-tiered…
Descriptors: Intervention, Models, Reliability, Instructional Leadership
Social Skills Instruction for Students with High-Incidence Disabilities: A School-Based Intervention to Address Acquisition Deficits
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Miller, Mathew J.; Lane, Kathleen Lynne; Wehby, Joseph – Preventing School Failure, 2005
The purpose of this study was to examine the results of a prescriptive, classroom- based social skills intervention program for 7 students with high-incidence disabilities receiving services in a self-contained, special education classroom. Students participated in 12 hours of social skills training, led by a paraprofessional and a student…
Descriptors: Interpersonal Competence, Intervention, Teaching Methods, Student Teachers