Pub Date : 2023-03-06DOI: 10.1080/1045988x.2023.2186339
Ashli D. Tyre, K. Begay, Kathleen M. Beaudoin, Laura L. Feuerborn
{"title":"Understanding middle and high school student preferences for acknowledgements in the context of schoolwide PBIS","authors":"Ashli D. Tyre, K. Begay, Kathleen M. Beaudoin, Laura L. Feuerborn","doi":"10.1080/1045988x.2023.2186339","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2186339","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43220219","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 : 2023-03-06DOI: 10.1080/1045988X.2023.2181304
K. Lane, M. Buckman, Emily A. Iovino, K. Lane
Abstract In this article, we introduce instructional choice as a simple, feasible, effective strategy for teachers and families to increase student engagement as well as decrease off-task and disruptive behaviors in range of contexts. We provide step-by-step guidance to illustrate how instructional choice can be used by teachers in in-person and remote learning environments as well as how families can incorporate choice into daily routines at home.
{"title":"Incorporating choice: empowering teachers and families to support students in varied learning contexts","authors":"K. Lane, M. Buckman, Emily A. Iovino, K. Lane","doi":"10.1080/1045988X.2023.2181304","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2181304","url":null,"abstract":"Abstract In this article, we introduce instructional choice as a simple, feasible, effective strategy for teachers and families to increase student engagement as well as decrease off-task and disruptive behaviors in range of contexts. We provide step-by-step guidance to illustrate how instructional choice can be used by teachers in in-person and remote learning environments as well as how families can incorporate choice into daily routines at home.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"106 - 114"},"PeriodicalIF":0.9,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369249","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 : 2023-03-02DOI: 10.1080/1045988X.2023.2181301
K. S. Austin, Grant Edmund Allen, Nelson C. Brunsting, E. A. Common, K. Lane
Abstract In this article, we introduce active supervision as a simple, feasible strategy for teachers and families to increase student engagement as well as decrease off-task and disruptive behaviors across a range of contexts. We provide step-by-step guidance to illustrate how active supervision can be used by teachers in in-person and virtual learning environments as well as how families can incorporate active supervision into daily routines at home.
{"title":"Active supervision: empowering teachers and families to support students in varied learning contexts","authors":"K. S. Austin, Grant Edmund Allen, Nelson C. Brunsting, E. A. Common, K. Lane","doi":"10.1080/1045988X.2023.2181301","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2181301","url":null,"abstract":"Abstract In this article, we introduce active supervision as a simple, feasible strategy for teachers and families to increase student engagement as well as decrease off-task and disruptive behaviors across a range of contexts. We provide step-by-step guidance to illustrate how active supervision can be used by teachers in in-person and virtual learning environments as well as how families can incorporate active supervision into daily routines at home.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"98 - 105"},"PeriodicalIF":0.9,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41644628","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 : 2023-03-02DOI: 10.1080/1045988X.2023.2183484
R. Gable, K. Lane
Abstract In this commentary we discuss the importance of professional learning and treatment integrity in the implementation of low-intensity strategies.
摘要在这篇评论中，我们讨论了专业学习和治疗诚信在实施低强度策略中的重要性。
{"title":"Facilitating implementation of low-intensity supports: the importance of professional learning and treatment integrity","authors":"R. Gable, K. Lane","doi":"10.1080/1045988X.2023.2183484","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2183484","url":null,"abstract":"Abstract In this commentary we discuss the importance of professional learning and treatment integrity in the implementation of low-intensity strategies.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"115 - 118"},"PeriodicalIF":0.9,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43947149","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 : 2023-02-28DOI: 10.1080/1045988X.2023.2181303
Paloma Pérez, Haley Gil, Arabiye Artola, D. J. Royer, K. Lane
Abstract In this article, we introduce behavior-specific praise as a portable, feasible strategy for teachers and families to increase student engagement as well as to decrease off-task and disruptive behaviors in a variety of environments. We provide step-by-step guidance to illustrate how behavior-specific praise can be used by teachers during in-person and remote learning environments and how families can incorporate behavior-specific praise into daily routines at home.
{"title":"Behavior-specific praise: empowering teachers and families to support students in varied learning contexts","authors":"Paloma Pérez, Haley Gil, Arabiye Artola, D. J. Royer, K. Lane","doi":"10.1080/1045988X.2023.2181303","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2181303","url":null,"abstract":"Abstract In this article, we introduce behavior-specific praise as a portable, feasible strategy for teachers and families to increase student engagement as well as to decrease off-task and disruptive behaviors in a variety of environments. We provide step-by-step guidance to illustrate how behavior-specific praise can be used by teachers during in-person and remote learning environments and how families can incorporate behavior-specific praise into daily routines at home.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"83 - 90"},"PeriodicalIF":0.9,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673167","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 : 2023-02-24DOI: 10.1080/1045988X.2023.2181302
R. Sherod, James Jones, Hannah Perry, W. Oakes
Abstract In this article, the authors introduce precorrection as a feasible, effective strategy for teachers and families to use to increase engagement and minimize disruptive behavior in a range of learning contexts. The authors provide step-by-step guidance to illustrate how precorrection can be used by teachers in in-person and remote learning environments as well as how families can incorporate precorrection into daily routines at home.
{"title":"Precorrection: empowering teachers and families to support students in varied learning contexts","authors":"R. Sherod, James Jones, Hannah Perry, W. Oakes","doi":"10.1080/1045988X.2023.2181302","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2181302","url":null,"abstract":"Abstract In this article, the authors introduce precorrection as a feasible, effective strategy for teachers and families to use to increase engagement and minimize disruptive behavior in a range of learning contexts. The authors provide step-by-step guidance to illustrate how precorrection can be used by teachers in in-person and remote learning environments as well as how families can incorporate precorrection into daily routines at home.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"91 - 97"},"PeriodicalIF":0.9,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42859083","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 : 2023-02-24DOI: 10.1080/1045988x.2023.2181299
Endang Sri Maruti, BambangEkoHari Cahyono, Rissa Prima Kurniawati, Muhammad Hanif
{"title":"Do Javanese textbooks convey relevant material? Evidence of readability and value of learning outcomes","authors":"Endang Sri Maruti, BambangEkoHari Cahyono, Rissa Prima Kurniawati, Muhammad Hanif","doi":"10.1080/1045988x.2023.2181299","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2181299","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42638234","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 : 2023-02-23DOI: 10.1080/1045988x.2023.2181300
K. Lane, W. Oakes, Holly M. Menzies
Abstract In this introductory article, we explain the rationale for this special issue: to provide educators and families with effective, practical strategies to increase student engagement and minimize disruption in remote, in person, and hybrid learning environments. We offer this special issue out of respect for the complexities educators and families face in maintaining continuous learning for students during ongoing COVID related school disruptions. We recognize the emotional well-being of today’s educators, family members, and students must be prioritized as we collaborate to mitigate learning loss during this tumultuous time in history. We attempt to meet a need for educators and family members – providing effective, feasible tools – as they strive to engage students using online or remote technologies and navigate the often-turning tides in the COVID era. Therefore, we adapted traditionally in-person use of these strategies (i.e., behavior-specific praise, precorrection, active supervision, and instructional choice) to apply to remote learning. These strategies are often incorporated as foundational elements of tiered systems of support such as Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention and can be used by teachers and families in schools without tiered systems in place.
{"title":"Using low-intensity strategies to support engagement: practical applications in remote learning environments for teachers and families","authors":"K. Lane, W. Oakes, Holly M. Menzies","doi":"10.1080/1045988x.2023.2181300","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2181300","url":null,"abstract":"Abstract In this introductory article, we explain the rationale for this special issue: to provide educators and families with effective, practical strategies to increase student engagement and minimize disruption in remote, in person, and hybrid learning environments. We offer this special issue out of respect for the complexities educators and families face in maintaining continuous learning for students during ongoing COVID related school disruptions. We recognize the emotional well-being of today’s educators, family members, and students must be prioritized as we collaborate to mitigate learning loss during this tumultuous time in history. We attempt to meet a need for educators and family members – providing effective, feasible tools – as they strive to engage students using online or remote technologies and navigate the often-turning tides in the COVID era. Therefore, we adapted traditionally in-person use of these strategies (i.e., behavior-specific praise, precorrection, active supervision, and instructional choice) to apply to remote learning. These strategies are often incorporated as foundational elements of tiered systems of support such as Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention and can be used by teachers and families in schools without tiered systems in place.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"79 - 82"},"PeriodicalIF":0.9,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45510427","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 : 2023-02-17DOI: 10.1080/1045988x.2023.2177982
M. Burns, McKinzie D. Duesenberg‐Marshall, Katya Sussman-Dawson, Monica E. Romero, David J. Wilson, Melinda Felten
{"title":"Effects of targeting reading interventions: Testing a skill-by-treatment interaction in an applied setting","authors":"M. Burns, McKinzie D. Duesenberg‐Marshall, Katya Sussman-Dawson, Monica E. Romero, David J. Wilson, Melinda Felten","doi":"10.1080/1045988x.2023.2177982","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2177982","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42293842","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 : 2023-02-15DOI: 10.1080/1045988X.2023.2177981
Madalina F. Tanase
Abstract Many novice teachers leave the field shortly after being hired due to student problematic behaviors. Utilizing effective strategies is not easy, given the disconnect between what the teachers and the students perceive as appropriate behavior. In this study, the researcher analyzed some strategies first-year teachers used to stop and/or deescalate problematic behaviors in urban secondary classrooms. Twenty-two mathematics and science teachers participated in this study. Results show that the teachers stopped and/or deescalated problematic behavior by changing students seating, rewarding appropriate behavior, conferencing with the students, and soliciting parental and administrative support. For severe circumstances, when students engaged in fighting, teachers implemented emergency plans.
{"title":"First-year urban secondary teachers’ responses to problematic behavior","authors":"Madalina F. Tanase","doi":"10.1080/1045988X.2023.2177981","DOIUrl":"https://doi.org/10.1080/1045988X.2023.2177981","url":null,"abstract":"Abstract Many novice teachers leave the field shortly after being hired due to student problematic behaviors. Utilizing effective strategies is not easy, given the disconnect between what the teachers and the students perceive as appropriate behavior. In this study, the researcher analyzed some strategies first-year teachers used to stop and/or deescalate problematic behaviors in urban secondary classrooms. Twenty-two mathematics and science teachers participated in this study. Results show that the teachers stopped and/or deescalated problematic behavior by changing students seating, rewarding appropriate behavior, conferencing with the students, and soliciting parental and administrative support. For severe circumstances, when students engaged in fighting, teachers implemented emergency plans.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"209 - 220"},"PeriodicalIF":0.9,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46565277","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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