Pub Date : 2021-11-11DOI: 10.1080/1045988X.2021.2002248
Adam I. Attwood, Zachary T. Barnes, Porter Jennings-McGarity, J. McConnell
Abstract There are studies that explore the effects of adverse childhood experiences (ACEs) on childhood, but there is a gap in the research literature on trauma-informed education for educator preparation programs (EPPs). ACEs can affect how students interact with school; therefore, preservice teacher perception of ACEs matters for curriculum implementation. This pilot study of one EPP adds to the literature as an interdisciplinary inquiry across social work and teacher education. This study sets the stage for how other EPPs could address ACEs for preservice teachers prior to student teaching. The researchers address the concept of ACEs as part of trauma-informed education from the preservice teacher point of view using a mixed methods case study approach at one EPP. Supplemental data for this article is available online at https://doi.org/10.1080/1045988X.2021.2002248 .
{"title":"Preservice teacher perceptions of adverse childhood experiences: an exploratory study for an educator preparation program","authors":"Adam I. Attwood, Zachary T. Barnes, Porter Jennings-McGarity, J. McConnell","doi":"10.1080/1045988X.2021.2002248","DOIUrl":"https://doi.org/10.1080/1045988X.2021.2002248","url":null,"abstract":"Abstract There are studies that explore the effects of adverse childhood experiences (ACEs) on childhood, but there is a gap in the research literature on trauma-informed education for educator preparation programs (EPPs). ACEs can affect how students interact with school; therefore, preservice teacher perception of ACEs matters for curriculum implementation. This pilot study of one EPP adds to the literature as an interdisciplinary inquiry across social work and teacher education. This study sets the stage for how other EPPs could address ACEs for preservice teachers prior to student teaching. The researchers address the concept of ACEs as part of trauma-informed education from the preservice teacher point of view using a mixed methods case study approach at one EPP. Supplemental data for this article is available online at https://doi.org/10.1080/1045988X.2021.2002248 .","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"160 - 166"},"PeriodicalIF":0.9,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42487254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.1080/1045988x.2020.1866254
G. Dunlap, Abby Hodges, P. Strain, Jaclyn D. Joseph, E. Bovey
{"title":"Emergency preparedness and in-the-moment management procedures for severe episodes of challenging behavior","authors":"G. Dunlap, Abby Hodges, P. Strain, Jaclyn D. Joseph, E. Bovey","doi":"10.1080/1045988x.2020.1866254","DOIUrl":"https://doi.org/10.1080/1045988x.2020.1866254","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42365112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-17DOI: 10.1080/1045988X.2021.1922333
Kristen Fowler, C. Skinner, Gary L. Cates, Brian C. Poncy, Gary J. Duhon, P. Belfiore
ABSTRACT Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying interventions or instructional procedures have been developed that may enhance learning speed. Teachers who apply strategies that increase learning speed may allow students who receive remedial and special education services to incur fewer opportunity costs associated with time reallocation strategies and allow them to return to typical school activities earlier. More importantly, applying interventions that cause more rapid learning may prevent learning deficits, which may be the best way to minimize opportunity costs and enhance student success.
{"title":"Why and how teachers should prevent and remedy academic deficits by enhancing learning speed","authors":"Kristen Fowler, C. Skinner, Gary L. Cates, Brian C. Poncy, Gary J. Duhon, P. Belfiore","doi":"10.1080/1045988X.2021.1922333","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1922333","url":null,"abstract":"ABSTRACT Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying interventions or instructional procedures have been developed that may enhance learning speed. Teachers who apply strategies that increase learning speed may allow students who receive remedial and special education services to incur fewer opportunity costs associated with time reallocation strategies and allow them to return to typical school activities earlier. More importantly, applying interventions that cause more rapid learning may prevent learning deficits, which may be the best way to minimize opportunity costs and enhance student success.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"22 - 32"},"PeriodicalIF":0.9,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-06DOI: 10.1080/1045988X.2021.1980851
Shelby L Stohlman, Francis L. Huang, D. Cornell
Abstract School threat assessment is a violence prevention strategy that has become widely used over the past 20 years; however, the procedures for a threat assessment are not well-known in education and it has received relatively little research attention. This article describes the rationale, procedures, and empirical support for the Comprehensive School Threat Assessment Guidelines and also presents new findings from a study of graduation rates for 146 students who received a threat assessment in two large school districts. The graduation rate for these students was 83%, which was lower than the graduation rate for the general school population but comparable to the rate for control students with similar risk factors.
{"title":"High school graduation outcomes of student threat assessment","authors":"Shelby L Stohlman, Francis L. Huang, D. Cornell","doi":"10.1080/1045988X.2021.1980851","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1980851","url":null,"abstract":"Abstract School threat assessment is a violence prevention strategy that has become widely used over the past 20 years; however, the procedures for a threat assessment are not well-known in education and it has received relatively little research attention. This article describes the rationale, procedures, and empirical support for the Comprehensive School Threat Assessment Guidelines and also presents new findings from a study of graduation rates for 146 students who received a threat assessment in two large school districts. The graduation rate for these students was 83%, which was lower than the graduation rate for the general school population but comparable to the rate for control students with similar risk factors.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"109 - 117"},"PeriodicalIF":0.9,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1080/1045988X.2021.1972921
Sara Sanders, Lauren Hart Rollins, E. Michael, K. Jolivette
ABSTRACT This study investigated the effectiveness of the self-regulated strategy development (SRSD) instructional approach with middle school youth with behavior challenges served in a residential treatment facility. Youth were taught the TRAP (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph; Mason et al.) mnemonic as a means of increasing reading comprehension as measured through oral retell. Using a multiple-probe across participant single case design, a functional relation between the TRAP mnemonic and oral retell scores was observed. Treatment fidelity, social validity, and academic engagement are presented. Implications for practitioners, limitations, and areas for future directions are outlined.
{"title":"“TRAP is legit!” using self-regulated strategy development to teach reading comprehension in a residential treatment facility","authors":"Sara Sanders, Lauren Hart Rollins, E. Michael, K. Jolivette","doi":"10.1080/1045988X.2021.1972921","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1972921","url":null,"abstract":"ABSTRACT This study investigated the effectiveness of the self-regulated strategy development (SRSD) instructional approach with middle school youth with behavior challenges served in a residential treatment facility. Youth were taught the TRAP (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph; Mason et al.) mnemonic as a means of increasing reading comprehension as measured through oral retell. Using a multiple-probe across participant single case design, a functional relation between the TRAP mnemonic and oral retell scores was observed. Treatment fidelity, social validity, and academic engagement are presented. Implications for practitioners, limitations, and areas for future directions are outlined.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"89 - 98"},"PeriodicalIF":0.9,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46187922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.1080/1045988X.2021.1922332
M. A. M. Iver, D. Iver, E. Clark
ABSTRACT This article reports on a quasi-experimental pilot study of the impacts of a high school teacher professional development (PD) series. The 10-session series, “Engaging High School Students in Academic Work,” was designed to equip teachers to deepen students’ learning and engagement and thereby increase course-passing rates. The study took place in a district in the U.S. Southwest that selected two of its interested high schools with similar demographic characteristics to participate, one receiving the PD and the other serving as the comparison school. Longitudinal analyses found statistically and educationally significant impacts of the PD series on four of the five measures in the primary outcome domain (students’ course passing) and on teachers’ reports of providing extra help. The article discusses limitations of the study and the need for further exploration of how PD can lead teachers to adopt more engaging instructional practices. It offers readers access to all PD materials and invites them into dialogue about how to adapt the PD series and its implementation going forward.
{"title":"Helping high school teachers to effectively engage students: exploring the potential of a professional development series","authors":"M. A. M. Iver, D. Iver, E. Clark","doi":"10.1080/1045988X.2021.1922332","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1922332","url":null,"abstract":"ABSTRACT This article reports on a quasi-experimental pilot study of the impacts of a high school teacher professional development (PD) series. The 10-session series, “Engaging High School Students in Academic Work,” was designed to equip teachers to deepen students’ learning and engagement and thereby increase course-passing rates. The study took place in a district in the U.S. Southwest that selected two of its interested high schools with similar demographic characteristics to participate, one receiving the PD and the other serving as the comparison school. Longitudinal analyses found statistically and educationally significant impacts of the PD series on four of the five measures in the primary outcome domain (students’ course passing) and on teachers’ reports of providing extra help. The article discusses limitations of the study and the need for further exploration of how PD can lead teachers to adopt more engaging instructional practices. It offers readers access to all PD materials and invites them into dialogue about how to adapt the PD series and its implementation going forward.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"14 - 21"},"PeriodicalIF":0.9,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47060484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.1080/1045988X.2021.1980849
Kristine D. Swain, Jessica L. Hagaman, Elizabeth M. Leader-Janssen
Abstract Utilizing effective data collection methods to track student progress on Individual Education Program (IEP) goals is essential to quality programming and meeting each student’s specific needs. This study surveyed special education teachers in four midwestern states to understand IEP data collection methods and assessment training. Results indicated that IEP data collection methods varied by state and teaching level (elementary, middle, and high school), with the most frequently reported methods as observation (elementary and middle levels) and grades (high school level). Teachers reported lack of time, resources, and training as barriers to data collection. Recommendations provide specific areas of focus for professional development, educator preparation programs, and mentoring based on the results of this research. Supplemental data for this article is available online at https://doi.org/10.1080/1045988X.2021.1980849.
{"title":"Teacher-reported IEP goal data collection methods","authors":"Kristine D. Swain, Jessica L. Hagaman, Elizabeth M. Leader-Janssen","doi":"10.1080/1045988X.2021.1980849","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1980849","url":null,"abstract":"Abstract Utilizing effective data collection methods to track student progress on Individual Education Program (IEP) goals is essential to quality programming and meeting each student’s specific needs. This study surveyed special education teachers in four midwestern states to understand IEP data collection methods and assessment training. Results indicated that IEP data collection methods varied by state and teaching level (elementary, middle, and high school), with the most frequently reported methods as observation (elementary and middle levels) and grades (high school level). Teachers reported lack of time, resources, and training as barriers to data collection. Recommendations provide specific areas of focus for professional development, educator preparation programs, and mentoring based on the results of this research. Supplemental data for this article is available online at https://doi.org/10.1080/1045988X.2021.1980849.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"118 - 125"},"PeriodicalIF":0.9,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45027947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.1080/1045988X.2021.1980852
Emily C. Bouck, Holly M. Long, Larissa Jakubow
Abstract Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020—extending into 2021—found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit instruction and the system of least prompts to teach elementary students (grades second through sixth) at-risk or struggling with mathematics online to solve mathematical problems at their individual area of struggle. In both studies, students learned to solve their targeted mathematical problems with 100% accuracy and over 90% independence. Students were able to maintain their skill accuracy at 80% or higher for two weeks post intervention. Also, they successfully generalized to solving problems in related mathematical areas without instruction.
{"title":"Teaching struggling students mathematics online via explicit instruction","authors":"Emily C. Bouck, Holly M. Long, Larissa Jakubow","doi":"10.1080/1045988X.2021.1980852","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1980852","url":null,"abstract":"Abstract Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020—extending into 2021—found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit instruction and the system of least prompts to teach elementary students (grades second through sixth) at-risk or struggling with mathematics online to solve mathematical problems at their individual area of struggle. In both studies, students learned to solve their targeted mathematical problems with 100% accuracy and over 90% independence. Students were able to maintain their skill accuracy at 80% or higher for two weeks post intervention. Also, they successfully generalized to solving problems in related mathematical areas without instruction.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"126 - 135"},"PeriodicalIF":0.9,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1080/1045988X.2021.1980850
Staci C. Ballard, S. Bender
Abstract Alternative education settings (AES) educate many students with social, emotional, and behavioral (SEB) challenges. However, there is limited synthesized research available on how to best support students’ SEB functioning. This systematic review examined SEB intervention and outcome research conducted in alternative schools between 2010 and 2020. Sixty-eight peer-reviewed journal articles met the inclusion criteria. Results discuss demographic characteristics of participants (e.g., age, school type), frequently studied interventions (e.g., group contingencies, Check-In/Check-Out), tiers of intervention (e.g., universal, targeted), SEB outcomes (e.g., externalizing behavior, discipline), and data collection methods (e.g., school records, self-report). Practical implications for mental health practitioners and educators in alternative education settings, limitations, and future directions are also discussed.
{"title":"A systematic review of social, emotional, and behavioral interventions and outcomes for students in alternative education","authors":"Staci C. Ballard, S. Bender","doi":"10.1080/1045988X.2021.1980850","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1980850","url":null,"abstract":"Abstract Alternative education settings (AES) educate many students with social, emotional, and behavioral (SEB) challenges. However, there is limited synthesized research available on how to best support students’ SEB functioning. This systematic review examined SEB intervention and outcome research conducted in alternative schools between 2010 and 2020. Sixty-eight peer-reviewed journal articles met the inclusion criteria. Results discuss demographic characteristics of participants (e.g., age, school type), frequently studied interventions (e.g., group contingencies, Check-In/Check-Out), tiers of intervention (e.g., universal, targeted), SEB outcomes (e.g., externalizing behavior, discipline), and data collection methods (e.g., school records, self-report). Practical implications for mental health practitioners and educators in alternative education settings, limitations, and future directions are also discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"136 - 149"},"PeriodicalIF":0.9,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42569545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.1080/1045988X.2021.1922334
J. Garwood, Reesha M. Adamson
ABSTRACT The most common behaviors eliciting a student referral for special education evaluation related to emotional disturbance (ED) are adult- and peer-targeted aggression. Curiously, the word aggression, which is an externalizing behavior, does not appear anywhere in the federal description of ED. Despite the lack of clarity surrounding definitions, as well as issues of identification for special education services, aggression in schools is a public health concern and the concept deserves researchers’ and teachers’ attention. The purpose of this article is to (a) briefly review the context of aggression in schools, (b) discuss historical conceptualizations of aggression in society, and (c) provide readers with recommendations for dealing with aggression manifested by students with ED in school.
{"title":"Youth identified with emotional disturbance who exhibit aggression: Perspectives on origins and options for intervention","authors":"J. Garwood, Reesha M. Adamson","doi":"10.1080/1045988X.2021.1922334","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1922334","url":null,"abstract":"ABSTRACT The most common behaviors eliciting a student referral for special education evaluation related to emotional disturbance (ED) are adult- and peer-targeted aggression. Curiously, the word aggression, which is an externalizing behavior, does not appear anywhere in the federal description of ED. Despite the lack of clarity surrounding definitions, as well as issues of identification for special education services, aggression in schools is a public health concern and the concept deserves researchers’ and teachers’ attention. The purpose of this article is to (a) briefly review the context of aggression in schools, (b) discuss historical conceptualizations of aggression in society, and (c) provide readers with recommendations for dealing with aggression manifested by students with ED in school.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"33 - 41"},"PeriodicalIF":0.9,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45201391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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