Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
137
result(s) for
"Lane, Kathleen L"
Sort by:
Identifying and Supporting Students At Risk for Emotional and Behavioral Disorders within Multi-level Models: Data Driven Approaches to Conducting Secondary Interventions with an Academic Emphasis
Three-tiered models have been embraced by many schools to prevent and respond to antisocial behavior. However, many of these three-tiered models are incomplete or underdeveloped. Specifically, little attention has been devoted to studying how to (a) systematically identify students who require more focused secondary interventions and (b) build empirically-validated approaches to meet the behavioral and academic needs of students with or at risk for EBD. This paper provides two illustrations, one at the elementary level and a second at the middle school level, of how to address this void in the literature.
Journal Article
Development of the Self-Determined Learning Model of Instruction Coaching Model
The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based model of instruction implemented by a facilitator (e.g., general or special education teacher, family member, related service professional, transition professional) to enable students to learn to self-regulate problem solving in service to a goal. Students learn how to select personally relevant goals, develop action plans for achieving those goals, and self-monitor and self-evaluate progress toward achieving those goals. To scale-up the implementation of the SDLMI with fidelity by facilitators, there is a need for a systematic coaching model. Researchers have established coaching as a critical aspect of the implementation of evidence-based practices at scale and as a part of ongoing professional development. The purpose of this article is to describe steps taken to develop a systematic coaching model to support the implementation of the SDLMI. We will describe components of the SDLMI Coaching Model and the process through which they were derived from the coaching literature and data gathered during SDLMI research studies. We will conclude with implications for the implementation of the SDLMI Coaching Model at scale while maintaining a focus on individual students' support needs.
Journal Article
Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators
Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.
Journal Article
A Best Evidence Synthesis of Literacy Instruction on the Social Adjustment of Students With or At-risk for Behavior Disorders
The findings of a best-evidence synthesis of the collateral effect of literacy instruction on the social adjustment of students are reported. The goal of the synthesis was to extend the work of Wanzek, Vaughn, Kim, and Cavanaugh (2006) by (a) reviewing treatment-outcomes conducted using group design methodology; (b) focusing on a more defined set of outcome measures; and (c) analyzing outcomes using average effect size estimates as a common metric. Results of the review suggest that effective literacy instruction does not appear to have a collateral effect on the social adjustment of children. Limitations and future directions are presented.
Journal Article
Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities
This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent. Specifically, adolescents with ED were found to have lower ratings of self-determination than students with LD, with the most pronounced differences evident from the teacher perspective. Furthermore, students with ED identified infrequent opportunities at school and home for engaging in self-determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed.
Journal Article
Academic, Social, and Behavioral Characteristics of High School Students With Emotional Disturbances or Learning Disabilities
In this article, we examine similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD). Two groups of high school students with ED (n = 45) and LD ( n = 49) were compared on nine measures in academic, behavioral, and social domains using multivariate procedures. Results indicated that there were significant differences in the characteristics of these students, with seven of the original nine variables differentiating group membership. In general, adolescent students with LD exhibited higher levels of social competence and lower levels of behavioral problems as compared to adolescent students with ED. Findings also revealed that a substantial percentage of the variance (50%) between adolescents with ED and adolescents with LD could be explained. Furthermore, the variables in this model differentiated between these two groups, with 78.57% of students with ED and 78.95% of students with LD being correctly classified. Limitations of the study are discussed and directions for future research are offered.
Journal Article
The Social Functions of Antisocial Behavior: Considerations for School Violence Prevention Strategies for Students with Disabilities
Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based interventions to prevent the involvement of students with disabilities in antisocial behavior. The conceptual foundations of a functional perspective of problem behavior are reviewed along with empirical research on the social factors and processes that contribute to the development and maintenance of antisocial patterns. From this background, the social problems that may occur among students with disabilities are examined as potential risk factors for involvement in antisocial behavior and implications for assessment and intervention are considered from a social functions perspective.
Journal Article
The Impact of Comprehensive Reading Instruction on the Academic and Social Behavior of Students with Emotional and Behavioral Disorders
The reading difficulties of children with emotional and behavioral disorders (EBD) have been well documented. In addition, it has been noted that reading difficulties are frequently correlated with antisocial behavior. Unfortunately, there is little empirical evidence regarding the effectiveness of comprehensive reading interventions with this population of children.This study examined the effectiveness of a modified version of the Open Court Reading curriculum (Adams etal.,2000) combined with Peer-Assisted Learning Strategies (PALS) with 2 groups of children with EBD. Results show moderate gains in reading achievement for individuals in each group in the areas of nonsense word fluency, sound naming, blending, and segmenting. However, improvement in standardized scores was not observed. In addition, an impact on observed problem behavior was not observed. Findings suggest that this combined approach may be promising in improving the reading achievement of students with EBD. Limitations and direction for future research are discussed.
Journal Article
Academic Instruction for Students with Emotional and Behavioral Disorders
This introductory article to this special issue considers four reasons why there has been little research on the academic needs of students with emotional and behavioral disorders: (1) student behavior interferes with instruction; (2) students influence teacher behavior; (3) lack of teacher preparation; and (4) lack of research. (Contains references.) (Author/DB)
Journal Article