Pub Date : 2023-07-04DOI: 10.1080/1045988x.2023.2230923
V. Walker, A. Mickelson, Melissa C. Tapp, Reem Muharib
{"title":"Behavior intervention plan implementation during emergency remote instruction: perspectives of caregivers","authors":"V. Walker, A. Mickelson, Melissa C. Tapp, Reem Muharib","doi":"10.1080/1045988x.2023.2230923","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2230923","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41434566","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 : 2023-06-26DOI: 10.1080/1045988x.2023.2222678
D. Shamrova, Breanna Boppre, J. Lampe, M. Hastings
{"title":"The role of relationships, curriculum design, and program culture in improving academic and behavioral outcomes in a disciplinary alternative education program: A photovoice study","authors":"D. Shamrova, Breanna Boppre, J. Lampe, M. Hastings","doi":"10.1080/1045988x.2023.2222678","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2222678","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48601592","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 : 2023-05-19DOI: 10.1080/1045988x.2023.2212631
Laci Watkins, S. White, Sara C. McDaniel, Megan Fedewa, Daniel Cohen, R. Kana
{"title":"Including students with autism within the PBIS framework: Recommendations for research and research-informed practice","authors":"Laci Watkins, S. White, Sara C. McDaniel, Megan Fedewa, Daniel Cohen, R. Kana","doi":"10.1080/1045988x.2023.2212631","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2212631","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45859872","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 : 2023-05-10DOI: 10.1080/1045988X.2023.2204835
Kathleen Oropallo, Angela M. Bush, E. Bemiss
Abstract This article delineates the success of a leadership plan that one middle school in Center Point, Alabama implemented as a response to a Comprehensive School Improvement (CSI) designation due to performing in the bottom 5% of all middle schools across the state. School leadership, in partnership with coaching from Studer Education, worked tirelessly to improve school culture and engage in continuous improvement to benefit student achievement. Prioritizing student-centered practices and learning progression allowed leaders to identify barriers to student progress and shifted the focus away from isolated performance. Drawing on three effective execution practices (individual accountability, reliability, and consistency) aided in the middle school’s ability to utilize transparent data to implement strategic continuous improvement. Moreover, leadership partnered with the school community and launched mentoring programs designed to support students with varying social and academic needs. This school’s commitment to continuous improvement speaks to the transformation the school achieved during and post-pandemic.
{"title":"The faces behind the numbers: pathways for strengthening student learning progress and recovery by engaging in continuous improvement","authors":"Kathleen Oropallo, Angela M. Bush, E. Bemiss","doi":"10.1080/1045988X.2023.2204835","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2204835","url":null,"abstract":"Abstract This article delineates the success of a leadership plan that one middle school in Center Point, Alabama implemented as a response to a Comprehensive School Improvement (CSI) designation due to performing in the bottom 5% of all middle schools across the state. School leadership, in partnership with coaching from Studer Education, worked tirelessly to improve school culture and engage in continuous improvement to benefit student achievement. Prioritizing student-centered practices and learning progression allowed leaders to identify barriers to student progress and shifted the focus away from isolated performance. Drawing on three effective execution practices (individual accountability, reliability, and consistency) aided in the middle school’s ability to utilize transparent data to implement strategic continuous improvement. Moreover, leadership partnered with the school community and launched mentoring programs designed to support students with varying social and academic needs. This school’s commitment to continuous improvement speaks to the transformation the school achieved during and post-pandemic.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"155 - 164"},"PeriodicalIF":0.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45653126","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 : 2023-05-09DOI: 10.1080/1045988X.2023.2204816
Annemarie L. Horn, Selena J. Layden, Timothy E. Morse, Amany Habib
Abstract School closures resulting from the COVID-19 pandemic have brought the issue of learning loss to the forefront in what has been called the “COVID slide.” Data from the pandemic show a decline in student achievement in the areas of reading and mathematics for school districts that shifted to virtual learning platforms. However, it is unclear whether students experienced a loss of learning, or if they progressed at a slower rate while adapting to a new and unfamiliar learning modality. We propose that the latter may be especially true for younger students (i.e. K-3) as well as students with disabilities, who likely required additional support to engage in virtual learning. We offer recommendations as K-12 students return to in-person learning.
{"title":"Establishing a context for the examination of learning loss by special populations","authors":"Annemarie L. Horn, Selena J. Layden, Timothy E. Morse, Amany Habib","doi":"10.1080/1045988X.2023.2204816","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2204816","url":null,"abstract":"Abstract School closures resulting from the COVID-19 pandemic have brought the issue of learning loss to the forefront in what has been called the “COVID slide.” Data from the pandemic show a decline in student achievement in the areas of reading and mathematics for school districts that shifted to virtual learning platforms. However, it is unclear whether students experienced a loss of learning, or if they progressed at a slower rate while adapting to a new and unfamiliar learning modality. We propose that the latter may be especially true for younger students (i.e. K-3) as well as students with disabilities, who likely required additional support to engage in virtual learning. We offer recommendations as K-12 students return to in-person learning.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"127 - 131"},"PeriodicalIF":0.9,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45247558","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 : 2023-05-09DOI: 10.1080/1045988X.2023.2204865
Scott Walter, Casey Blochowiak, Amany Habib
Abstract Student learning loss during the Covid-19 Pandemic became an issue nationally. When school systems were thrown into hybrid and virtual learning environments, some schools still saw success due to their culture and hard-wired improvement practices. This article will illustrate how those practices at one particular school led to an actual improvement in learning during the pandemic.
{"title":"Achieving results in challenging times: how hardwired improvement practices increased student performance post-COVID","authors":"Scott Walter, Casey Blochowiak, Amany Habib","doi":"10.1080/1045988X.2023.2204865","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2204865","url":null,"abstract":"Abstract Student learning loss during the Covid-19 Pandemic became an issue nationally. When school systems were thrown into hybrid and virtual learning environments, some schools still saw success due to their culture and hard-wired improvement practices. This article will illustrate how those practices at one particular school led to an actual improvement in learning during the pandemic.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"141 - 144"},"PeriodicalIF":0.9,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45579008","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 : 2023-05-06DOI: 10.1080/1045988x.2023.2204846
William R. Crawley, Timothy E. Morse, W. Evans, Amany Habib
This issue of Preventing School Failure is devoted to COVID-19 and the effect it had on instruction for school-aged children, including children in need of special instruction and support and those at-risk of falling behind for a variety of reasons. Preventing School Failure has always focused on the needs of children and youth with learning challenges and behavior problems. The pandemic produced a series of complications to which policy makers and educators had to quickly respond to deliver instructional programs to the students. Some emerging data suggest that a significant percentage of students may not have grown as much as they might have absent a pandemic. These data indicate a noteworthy percentage of students’ academic test scores substantially declined during the pandemic. As a result, some researchers have noted a significant number of students are now academically ‘at-risk’. Thus, ‘failure to achieve’ may be a concern for a large number of students, not just students who have special needs. It is imperative, therefore, that educators explore effective educational programs and models. A great deal has been written, in recent months, about the educational and social stoppages, institutional disruptions, and strategic responses related to COVID-19. Associated with the challenges since the pandemic started has been the predictable finger pointing and calls for well-intentioned efforts to spend more money to assist schools. However, a review of the professional literature offers some cautions in selecting and advancing strategic responses, in that data are often conflicting or insufficient to draw empirical conclusions related to what transpired from this pandemic and which treatments realized efficacy both medically and educationally. It is understood that the pandemic was unexpectedly thrust on the world’s educational systems. In a short period of time, schools around the globe were expected to alter their systems of delivery in education. In some cases, this necessitated major changes in program delivery with very little time to make the required changes and ensure quality of delivery. In many cases, schools were shuttered and programs were delivered remotely by hard working teachers who may not have had the training, skills, and resources to plan and implement a remote delivery program suitable for school-aged children. This requirement for instantaneous ‘overnight’ change was simply overwhelming for many teachers and educational systems. The focus of this special issue of Preventing School Failure, however, is not on the causes or the seemingly dire outcomes of the pandemic, rather attention is given to the lessons that were learned, the practices that were successful in educating students during this extremely difficult time, and the views that children had of their education. This special issue of the journal takes a broad view of the effects of governmental policy concerning COVID-19. From a review of the literature, it is clear the
{"title":"Editorial for preventing school failure special edition - COVID-19 and learning loss: what the literature and practice tell us","authors":"William R. Crawley, Timothy E. Morse, W. Evans, Amany Habib","doi":"10.1080/1045988x.2023.2204846","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2204846","url":null,"abstract":"This issue of Preventing School Failure is devoted to COVID-19 and the effect it had on instruction for school-aged children, including children in need of special instruction and support and those at-risk of falling behind for a variety of reasons. Preventing School Failure has always focused on the needs of children and youth with learning challenges and behavior problems. The pandemic produced a series of complications to which policy makers and educators had to quickly respond to deliver instructional programs to the students. Some emerging data suggest that a significant percentage of students may not have grown as much as they might have absent a pandemic. These data indicate a noteworthy percentage of students’ academic test scores substantially declined during the pandemic. As a result, some researchers have noted a significant number of students are now academically ‘at-risk’. Thus, ‘failure to achieve’ may be a concern for a large number of students, not just students who have special needs. It is imperative, therefore, that educators explore effective educational programs and models. A great deal has been written, in recent months, about the educational and social stoppages, institutional disruptions, and strategic responses related to COVID-19. Associated with the challenges since the pandemic started has been the predictable finger pointing and calls for well-intentioned efforts to spend more money to assist schools. However, a review of the professional literature offers some cautions in selecting and advancing strategic responses, in that data are often conflicting or insufficient to draw empirical conclusions related to what transpired from this pandemic and which treatments realized efficacy both medically and educationally. It is understood that the pandemic was unexpectedly thrust on the world’s educational systems. In a short period of time, schools around the globe were expected to alter their systems of delivery in education. In some cases, this necessitated major changes in program delivery with very little time to make the required changes and ensure quality of delivery. In many cases, schools were shuttered and programs were delivered remotely by hard working teachers who may not have had the training, skills, and resources to plan and implement a remote delivery program suitable for school-aged children. This requirement for instantaneous ‘overnight’ change was simply overwhelming for many teachers and educational systems. The focus of this special issue of Preventing School Failure, however, is not on the causes or the seemingly dire outcomes of the pandemic, rather attention is given to the lessons that were learned, the practices that were successful in educating students during this extremely difficult time, and the views that children had of their education. This special issue of the journal takes a broad view of the effects of governmental policy concerning COVID-19. From a review of the literature, it is clear the","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"119 - 120"},"PeriodicalIF":0.9,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47040654","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 : 2023-05-04DOI: 10.1080/1045988x.2023.2207482
Sarah Knudson
{"title":"Transition planning and perceptions of support in an autism spectrum disorder resource program","authors":"Sarah Knudson","doi":"10.1080/1045988x.2023.2207482","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2207482","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47191780","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 : 2023-05-02DOI: 10.1080/1045988X.2023.2204863
Dwight P. Sweeney, J. Gilliam, Maria Nicolaou, Maria Elena Akimoto, Kshitija Yerolkar
Abstract To date, most studies seeking to explore the impact of COVID-19 school closures on student outcomes have focused on cognitive/academic losses. This study explores changes in adaptive behaviors experienced by children and youth with autism spectrum disorders or other developmental disabilities when in-person, one-to-one behavior training was converted to telehealth delivery. Participants in this study were rated on the Adaptive Behavior Assessment System, 3rd Edition (ABAS-3) at three data points: pre-COVID; six months after COVID closure; and 12 months after COVID closure. ABAS-3 standard scores were evaluated to determine any losses or gains in adaptive behavior that occurred during the COVID shutdown of in-person programming. Issues related to assessment of behavior and delivery of telehealth programming are discussed.
{"title":"Assessing behavioral learning loss: measurement and treatment Issues in the time of COVID-19","authors":"Dwight P. Sweeney, J. Gilliam, Maria Nicolaou, Maria Elena Akimoto, Kshitija Yerolkar","doi":"10.1080/1045988X.2023.2204863","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2204863","url":null,"abstract":"Abstract To date, most studies seeking to explore the impact of COVID-19 school closures on student outcomes have focused on cognitive/academic losses. This study explores changes in adaptive behaviors experienced by children and youth with autism spectrum disorders or other developmental disabilities when in-person, one-to-one behavior training was converted to telehealth delivery. Participants in this study were rated on the Adaptive Behavior Assessment System, 3rd Edition (ABAS-3) at three data points: pre-COVID; six months after COVID closure; and 12 months after COVID closure. ABAS-3 standard scores were evaluated to determine any losses or gains in adaptive behavior that occurred during the COVID shutdown of in-person programming. Issues related to assessment of behavior and delivery of telehealth programming are discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"173 - 180"},"PeriodicalIF":0.9,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746364","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 : 2023-04-28DOI: 10.1080/1045988X.2023.2204831
Douglas A. Taylor, N. Lewis, Aneta Walker, J. Gray
Abstract Schools are facing many issues as a result of the recent pandemic, as well as societal pressures for all students to achieve. There have been unprecedented changes in the educational landscape with a growing concern for students’ success and learning loss. Instructional leaders are expected to make innovative changes to meet the instructional needs of all students in K-12 public schools, whether brick-and-mortar or virtual platform. Principals are called to lead their schools and organize the initiatives needed to improve the constantly shifting and complex school environment. The authors will describe the effective efforts of two school leaders who supported innovative changes that resulted in two turnaround schools and addressed student learning loss. As instructional leaders and practitioners in the field, it is essential to support and sustain initiatives that promote student achievement and lessen learning loss.
{"title":"Perspectives of two principals: how to mitigate learning loss in turnaround schools","authors":"Douglas A. Taylor, N. Lewis, Aneta Walker, J. Gray","doi":"10.1080/1045988X.2023.2204831","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2204831","url":null,"abstract":"Abstract Schools are facing many issues as a result of the recent pandemic, as well as societal pressures for all students to achieve. There have been unprecedented changes in the educational landscape with a growing concern for students’ success and learning loss. Instructional leaders are expected to make innovative changes to meet the instructional needs of all students in K-12 public schools, whether brick-and-mortar or virtual platform. Principals are called to lead their schools and organize the initiatives needed to improve the constantly shifting and complex school environment. The authors will describe the effective efforts of two school leaders who supported innovative changes that resulted in two turnaround schools and addressed student learning loss. As instructional leaders and practitioners in the field, it is essential to support and sustain initiatives that promote student achievement and lessen learning loss.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"145 - 154"},"PeriodicalIF":0.9,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44182150","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：