Pub Date : 2022-09-19DOI: 10.1080/1045988X.2022.2119359
Hyunhee Kim, J. V. Carney, Richard J. Hazler
Abstract Research demonstrates that school connectedness protects students from risky behaviors and improves healthy development and academic achievement. Despite its importance, there has been little focus on how to promote school connectedness through school-based interventions. One problem with this area of practical application is that school connectedness has been discussed in various disciplines, leading to multiple definitions and theoretical inconsistency in its usage. Another problem is the limited theoretical understanding of the core components that promote school connectedness, which is crucial in implementing and evaluating school-based interventions. Our critical review of definitions and theoretical models creates a more consistent foundation for practical applications that educators can adapt in school settings to enhance school connectedness.
{"title":"Promoting school connectedness: A critical review of definitions and theoretical models for school-based interventions","authors":"Hyunhee Kim, J. V. Carney, Richard J. Hazler","doi":"10.1080/1045988X.2022.2119359","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2119359","url":null,"abstract":"Abstract Research demonstrates that school connectedness protects students from risky behaviors and improves healthy development and academic achievement. Despite its importance, there has been little focus on how to promote school connectedness through school-based interventions. One problem with this area of practical application is that school connectedness has been discussed in various disciplines, leading to multiple definitions and theoretical inconsistency in its usage. Another problem is the limited theoretical understanding of the core components that promote school connectedness, which is crucial in implementing and evaluating school-based interventions. Our critical review of definitions and theoretical models creates a more consistent foundation for practical applications that educators can adapt in school settings to enhance school connectedness.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"256 - 264"},"PeriodicalIF":0.9,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48619303","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 : 2022-08-27DOI: 10.1080/1045988X.2022.2109002
Trish Franklin, R. S. McCallum, L. Anderson, Baileigh A. Kirkpatrick, Merilee McCurdy, Natalie R. Hassett, Sherry M. Bell
Abstract Multiple regression data from a teacher-completed one-minute rating scale (i.e., the Brief Behavior, Academic, and Social Screener; B-BASS) predicted academic risk of 198 third- through fifth-grade rural elementary students; teacher ratings across 16 B-BASS items within cognitive, social/emotional, socioeconomic/family, and executive functions domains predicted 81.4% and 66.2% of the variance in high-stakes End-of-Grade Tests of English Language Arts/Reading and Mathematics, respectively. The psychometric properties of this universal screener (e.g., test-retest reliabilities) are strong given its brief nature; consequently; the B-BASS is recommended for screening at-risk status in a number of academic and social areas. Implications, limitations, and specific recommendations are discussed.
{"title":"Using a one-minute screener to identify students at risk for academic difficulties","authors":"Trish Franklin, R. S. McCallum, L. Anderson, Baileigh A. Kirkpatrick, Merilee McCurdy, Natalie R. Hassett, Sherry M. Bell","doi":"10.1080/1045988X.2022.2109002","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2109002","url":null,"abstract":"Abstract Multiple regression data from a teacher-completed one-minute rating scale (i.e., the Brief Behavior, Academic, and Social Screener; B-BASS) predicted academic risk of 198 third- through fifth-grade rural elementary students; teacher ratings across 16 B-BASS items within cognitive, social/emotional, socioeconomic/family, and executive functions domains predicted 81.4% and 66.2% of the variance in high-stakes End-of-Grade Tests of English Language Arts/Reading and Mathematics, respectively. The psychometric properties of this universal screener (e.g., test-retest reliabilities) are strong given its brief nature; consequently; the B-BASS is recommended for screening at-risk status in a number of academic and social areas. Implications, limitations, and specific recommendations are discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"58 - 67"},"PeriodicalIF":0.9,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515773","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 : 2022-08-27DOI: 10.1080/1045988X.2022.2114407
Ian A. Matheson, N. Hutchinson, Sunaira Tejpar, Peter Chin
Abstract School-based education can be a context of adversity for some youth. Research has identified the value of work-based education in serving as a context of resilience to support individual-level factors including agency and autonomy, but researchers are increasingly highlighting the need for examining the influence of contextual factors. In this paper, we argue for a conceptual framework that integrates recent social cognitive theories focused on the individual within a person-in-context model (DeLuca et al., 2012) in order to identify why work-based education can be a context of resilience. We identify facets in the individual, social and cultural, and political and economic domains that can be applied to school-based education in order to keep students from becoming disengaged.
{"title":"School as a risk factor: considering how learning from work-based education can improve students’ experiences in school","authors":"Ian A. Matheson, N. Hutchinson, Sunaira Tejpar, Peter Chin","doi":"10.1080/1045988X.2022.2114407","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2114407","url":null,"abstract":"Abstract School-based education can be a context of adversity for some youth. Research has identified the value of work-based education in serving as a context of resilience to support individual-level factors including agency and autonomy, but researchers are increasingly highlighting the need for examining the influence of contextual factors. In this paper, we argue for a conceptual framework that integrates recent social cognitive theories focused on the individual within a person-in-context model (DeLuca et al., 2012) in order to identify why work-based education can be a context of resilience. We identify facets in the individual, social and cultural, and political and economic domains that can be applied to school-based education in order to keep students from becoming disengaged.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"246 - 255"},"PeriodicalIF":0.9,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45304251","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 : 2022-08-18DOI: 10.1080/1045988X.2022.2109564
Alana M. Kennedy, Todd Haydon, V. L. Plano Clark
Abstract The aim of the present qualitative interview study was to explore how teachers working at an alternative education setting serving students with emotional and behavioral disorders (EBD) build relationships with their students. In-depth interviews with five instructors resulted in the development of seven interrelated themes concerning the key attitudes, process, context, and outcomes associated with developing quality relationships with students with EBD. The authors present and thoroughly describe each of these themes. They then discuss how the study adds to the limited knowledge about the student teacher relationship for students with EBD and how practitioners working with this population of students can use this knowledge. Finally, they address what next steps are needed to improve this influential aspect of the learning environment for these students.
{"title":"Building student-teacher relationships in an alternative education setting: a qualitative interview study","authors":"Alana M. Kennedy, Todd Haydon, V. L. Plano Clark","doi":"10.1080/1045988X.2022.2109564","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2109564","url":null,"abstract":"Abstract The aim of the present qualitative interview study was to explore how teachers working at an alternative education setting serving students with emotional and behavioral disorders (EBD) build relationships with their students. In-depth interviews with five instructors resulted in the development of seven interrelated themes concerning the key attitudes, process, context, and outcomes associated with developing quality relationships with students with EBD. The authors present and thoroughly describe each of these themes. They then discuss how the study adds to the limited knowledge about the student teacher relationship for students with EBD and how practitioners working with this population of students can use this knowledge. Finally, they address what next steps are needed to improve this influential aspect of the learning environment for these students.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"221 - 232"},"PeriodicalIF":0.9,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48592320","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 : 2022-08-16DOI: 10.1080/1045988X.2022.2109003
Mathew C. Uretsky, Angela K. Henneberger
Abstract The transition out of adolescence signals a period of increasing personal and social responsibility. For many this means entering postsecondary or the labor market. Previous research has demonstrated that youth who do not finish high school in four years have less favorable postsecondary and labor outcomes. However, few studies compare the postsecondary and labor market outcomes within the group of students who do not finish high school in four years. The current study uses 12 years of linked-administrative data from Maryland to present the first statewide analyses comparing postsecondary and labor market outcomes for on-time graduates, GED earners, non-completers, and late graduates. The results describe an under-researched and underserved group of vulnerable students, with implications for supporting students during high school to improve the postsecondary and labor market transition.
{"title":"Supporting late graduates, GED earners, and non-completers through the transition into postsecondary and the labor market","authors":"Mathew C. Uretsky, Angela K. Henneberger","doi":"10.1080/1045988X.2022.2109003","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2109003","url":null,"abstract":"Abstract The transition out of adolescence signals a period of increasing personal and social responsibility. For many this means entering postsecondary or the labor market. Previous research has demonstrated that youth who do not finish high school in four years have less favorable postsecondary and labor outcomes. However, few studies compare the postsecondary and labor market outcomes within the group of students who do not finish high school in four years. The current study uses 12 years of linked-administrative data from Maryland to present the first statewide analyses comparing postsecondary and labor market outcomes for on-time graduates, GED earners, non-completers, and late graduates. The results describe an under-researched and underserved group of vulnerable students, with implications for supporting students during high school to improve the postsecondary and labor market transition.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"68 - 77"},"PeriodicalIF":0.9,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48299813","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 : 2022-08-16DOI: 10.1080/1045988X.2022.2109565
Elizabeth M. Vera
Abstract Social emotional learning (SEL) fosters students’ emotional intelligence and social skills, and research supports the relationships between SEL and academic outcomes. Despite schools implementing SEL as required by state policies, the manner of presentation is critiqued for its relevance to students’ cultural complexities. This qualitative study examined the nuances of SEL implementation and its relevance for minoritized students in a sample of SEL school leaders. Among the themes identified were: challenges related to integrating SEL as Tier 1 interventions; shortcomings in assessing student needs and SEL outcomes; buy-in and capacity challenges with teacher interventionists; and the larger context of implementing SEL amid communities’ mixed political views about SEL and equity/inclusion efforts. Implications for using SEL to improve diverse students’ academic outcomes and well-being are discussed.
{"title":"Social emotional learning and cultural relevancy: Real world challenges","authors":"Elizabeth M. Vera","doi":"10.1080/1045988X.2022.2109565","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2109565","url":null,"abstract":"Abstract Social emotional learning (SEL) fosters students’ emotional intelligence and social skills, and research supports the relationships between SEL and academic outcomes. Despite schools implementing SEL as required by state policies, the manner of presentation is critiqued for its relevance to students’ cultural complexities. This qualitative study examined the nuances of SEL implementation and its relevance for minoritized students in a sample of SEL school leaders. Among the themes identified were: challenges related to integrating SEL as Tier 1 interventions; shortcomings in assessing student needs and SEL outcomes; buy-in and capacity challenges with teacher interventionists; and the larger context of implementing SEL amid communities’ mixed political views about SEL and equity/inclusion efforts. Implications for using SEL to improve diverse students’ academic outcomes and well-being are discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"233 - 245"},"PeriodicalIF":0.9,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42965205","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 : 2022-08-03DOI: 10.1080/1045988X.2022.2106933
Mimi McGrath Kato, Angus Kittelman, K. Flannery, Dana Cohen Lissman
Abstract Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., The High School Journal, 96(4), 267–282, 2013; Flannery & Kato, Preventing School Failure: Alternative Education for Children and Youth, 61(1), 69–79, 2017). As high schools move beyond the implementation of Tier 1 and begin to implement Tiers 2 and 3, school implementation teams must identify effective interventions that fit the high school context. The current study assessed whether Check-In Check-Out (CICO; Hawken et al., Responding to problem behavior in schools: The check-in, check-out intervention (3rd ed.). The Guilford Press, 2021), with strategic contextual adaptations, could be implemented with fidelity and whether high daily implementation fidelity was related to student behavior performance. Teacher feedback quality was also explored. Results showed high fidelity implementation at the systems and procedural level for all participants and a significant, small correlation between procedural fidelity and daily points earned.
先前的研究表明，在高中实施行为支持时需要情境契合(Flannery et al.， The high School Journal, 96(4)， 267-282, 2013;Flannery & Kato，预防学业失败:儿童和青少年的替代教育，61(1)，69-79,2017)。随着高中超越第一阶段的实施，开始实施第二和第三阶段，学校实施团队必须确定适合高中背景的有效干预措施。本研究评估了入住-退房(CICO;Hawken et al.，对学校问题行为的回应:签到，签到干预(第3版)。吉尔福德出版社，2021)，具有战略情境适应性，可以保真地实施，以及高日常实施保真度是否与学生行为表现有关。对教师反馈质量进行了探讨。结果显示，所有参与者在系统和程序层面上都实现了高保真度，并且程序保真度与每日获得的积分之间存在显著的小相关性。
{"title":"Adapting and monitoring daily CICO implementation in high schools","authors":"Mimi McGrath Kato, Angus Kittelman, K. Flannery, Dana Cohen Lissman","doi":"10.1080/1045988X.2022.2106933","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2106933","url":null,"abstract":"Abstract Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., The High School Journal, 96(4), 267–282, 2013; Flannery & Kato, Preventing School Failure: Alternative Education for Children and Youth, 61(1), 69–79, 2017). As high schools move beyond the implementation of Tier 1 and begin to implement Tiers 2 and 3, school implementation teams must identify effective interventions that fit the high school context. The current study assessed whether Check-In Check-Out (CICO; Hawken et al., Responding to problem behavior in schools: The check-in, check-out intervention (3rd ed.). The Guilford Press, 2021), with strategic contextual adaptations, could be implemented with fidelity and whether high daily implementation fidelity was related to student behavior performance. Teacher feedback quality was also explored. Results showed high fidelity implementation at the systems and procedural level for all participants and a significant, small correlation between procedural fidelity and daily points earned.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"48 - 57"},"PeriodicalIF":0.9,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47994017","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 : 2022-08-02DOI: 10.1080/1045988X.2022.2101422
B. Barrio, S. Ferguson, Katelyn Hovey, Peter Boedeker, Benita Kluttz-Drye
Abstract Researchers in the field of special education has voiced concerns about the disproportionality of diverse students identified for special education services for decades. However, most of the recent research has focused on showing this issue using quantitative data. The voices beyond the numbers are imperative in better understanding this decades long phenomenon. Unfortunately, these voices are rarely present within the context of disproportionality in special education. The present study reports a systematic review of qualitative articles to highlight findings in the literature to contextualize current quantitative data and provide a more representative picture of the phenomenon in the U.S. Results show the over and underrepresentation of students of color in special education according to the voices of educators, family members, and others supporting these students.
{"title":"Voices beyond the numbers: a systematic review of qualitative studies of disproportionality in special education","authors":"B. Barrio, S. Ferguson, Katelyn Hovey, Peter Boedeker, Benita Kluttz-Drye","doi":"10.1080/1045988X.2022.2101422","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2101422","url":null,"abstract":"Abstract Researchers in the field of special education has voiced concerns about the disproportionality of diverse students identified for special education services for decades. However, most of the recent research has focused on showing this issue using quantitative data. The voices beyond the numbers are imperative in better understanding this decades long phenomenon. Unfortunately, these voices are rarely present within the context of disproportionality in special education. The present study reports a systematic review of qualitative articles to highlight findings in the literature to contextualize current quantitative data and provide a more representative picture of the phenomenon in the U.S. Results show the over and underrepresentation of students of color in special education according to the voices of educators, family members, and others supporting these students.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"39 - 47"},"PeriodicalIF":0.9,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46124624","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 : 2022-07-05DOI: 10.1080/1045988X.2022.2034732
L. Kern, S. Mathur, R. Peterson
Abstract The Division for Emotional and Behavioral Health (DEBH; Formerly Council for Children with Behavioral Disorders, CCBD) put forward a position paper with recommendations for the use of physical restraint procedures in educational settings. In addition to providing relevant background regarding the use of restraint, the position paper set forth a Declaration of Principles and offered specific recommendations for its use. The current paper follows up on CCBD’s position paper, elaborating on the specific recommendations as they pertain to practitioners and administrators who serve children with behavioral challenges.
{"title":"Use of physical restraint procedures in educational settings: recommendations for educators","authors":"L. Kern, S. Mathur, R. Peterson","doi":"10.1080/1045988X.2022.2034732","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2034732","url":null,"abstract":"Abstract The Division for Emotional and Behavioral Health (DEBH; Formerly Council for Children with Behavioral Disorders, CCBD) put forward a position paper with recommendations for the use of physical restraint procedures in educational settings. In addition to providing relevant background regarding the use of restraint, the position paper set forth a Declaration of Principles and offered specific recommendations for its use. The current paper follows up on CCBD’s position paper, elaborating on the specific recommendations as they pertain to practitioners and administrators who serve children with behavioral challenges.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"214 - 218"},"PeriodicalIF":0.9,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45751156","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 : 2022-05-26DOI: 10.1080/1045988X.2022.2076642
E. Michael, Amber B. Ray, D. McKeown
Abstract Strategy instruction is an effective method for improving the writing skills of students who struggle when writing. It is critical when implementing strategy instruction that assessment of the strategy takes place in addition to assessment of writing. Practitioners should consider strategy assessment to ensure student proper use of strategy. This manuscript details variety in writing assessment and strategy instruction assessment that can be implemented to determine specific student needs for writing instruction. Consideration for practitioners is included.
{"title":"Assessment for effective strategy instruction in writing","authors":"E. Michael, Amber B. Ray, D. McKeown","doi":"10.1080/1045988X.2022.2076642","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2076642","url":null,"abstract":"Abstract Strategy instruction is an effective method for improving the writing skills of students who struggle when writing. It is critical when implementing strategy instruction that assessment of the strategy takes place in addition to assessment of writing. Practitioners should consider strategy assessment to ensure student proper use of strategy. This manuscript details variety in writing assessment and strategy instruction assessment that can be implemented to determine specific student needs for writing instruction. Consideration for practitioners is included.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"327 - 332"},"PeriodicalIF":0.9,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43727809","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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