Pub Date : 2022-05-24DOI: 10.1080/1045988X.2022.2076641
Sara Sanders, J. Garwood
Abstract Reading comprehension is a critical skill for student success in school, the workplace, and daily life, yet many students display significant reading comprehension deficits. This article describes the impact effective strategy instruction can have on the reading outcomes of students with learning disabilities and related challenges. A discussion on the various methods (e.g., written retell, oral retell, comprehension questions) for assessing reading comprehension and examples of practical applications of reading comprehension assessments for classroom use are included.
{"title":"Assessment of effective strategy instruction and reading comprehension","authors":"Sara Sanders, J. Garwood","doi":"10.1080/1045988X.2022.2076641","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2076641","url":null,"abstract":"Abstract Reading comprehension is a critical skill for student success in school, the workplace, and daily life, yet many students display significant reading comprehension deficits. This article describes the impact effective strategy instruction can have on the reading outcomes of students with learning disabilities and related challenges. A discussion on the various methods (e.g., written retell, oral retell, comprehension questions) for assessing reading comprehension and examples of practical applications of reading comprehension assessments for classroom use are included.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"320 - 326"},"PeriodicalIF":0.9,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43924082","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 : 2022-05-24DOI: 10.1080/1045988X.2022.2076643
R. Ennis, D. J. Royer, John L. Hosp
Abstract Students with both academic and behavioral risk factors can benefit from participation in self-regulated strategy development (SRSD) instruction. Educators can use systematic screening procedures as part of effective data-informed decision making for identifying students who could benefit from SRSD. In this manuscript we detail screening procedures for both academic and behavioral risk factors to connect identified students with SRSD instruction. Recommendations for screening practices are provided including future directions for research.
{"title":"Using systematic screening to identify students with academic and behavioral challenges for strategy instruction","authors":"R. Ennis, D. J. Royer, John L. Hosp","doi":"10.1080/1045988X.2022.2076643","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2076643","url":null,"abstract":"Abstract Students with both academic and behavioral risk factors can benefit from participation in self-regulated strategy development (SRSD) instruction. Educators can use systematic screening procedures as part of effective data-informed decision making for identifying students who could benefit from SRSD. In this manuscript we detail screening procedures for both academic and behavioral risk factors to connect identified students with SRSD instruction. Recommendations for screening practices are provided including future directions for research.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"312 - 319"},"PeriodicalIF":0.9,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41697442","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 : 2022-05-09DOI: 10.1080/1045988X.2022.2070588
Sara C. McDaniel, Rhonda N. T. Nese, S. Tomek, Shan Jiang
Abstract Bullying in schools contributes to peer conflict, disruptive behavior, internalized victimization, and many other deleterious outcomes for students. This study examined the integration of a schoolwide bullying prevention intervention in a pre/post design comparing grade level aggregated data for elementary, middle, and high school across two timepoints. Results demonstrate that differences in response to bullying prevention occur across the two time points for each grade level. The greatest positive change was found for middle school students, indicating that bullying prevention could most effectively be delivered in middle school. Lack of significant changes may indicate that interventions may require more than one year, that the baseline scores were too high to detect significant change, or measures were not sensitive enough to detect change.
{"title":"District-wide outcomes from a bullying prevention programming","authors":"Sara C. McDaniel, Rhonda N. T. Nese, S. Tomek, Shan Jiang","doi":"10.1080/1045988X.2022.2070588","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2070588","url":null,"abstract":"Abstract Bullying in schools contributes to peer conflict, disruptive behavior, internalized victimization, and many other deleterious outcomes for students. This study examined the integration of a schoolwide bullying prevention intervention in a pre/post design comparing grade level aggregated data for elementary, middle, and high school across two timepoints. Results demonstrate that differences in response to bullying prevention occur across the two time points for each grade level. The greatest positive change was found for middle school students, indicating that bullying prevention could most effectively be delivered in middle school. Lack of significant changes may indicate that interventions may require more than one year, that the baseline scores were too high to detect significant change, or measures were not sensitive enough to detect change.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"276 - 284"},"PeriodicalIF":0.9,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41663192","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 : 2022-05-09DOI: 10.1080/1045988X.2022.2070590
Mariya T. Davis, Ingrid K. Cumming, Julie D. Southward
Abstract Among different transitions that happen in a young person’s life, transition to adulthood can be one of the most challenging. The new post-school environment requires increased self-determination, including self-awareness, self-advocacy, self-management, and other important skills that help one function as an independent adult. Because it takes time to develop and nurture self-determination skills, it is important to begin early and continue infusing self-determination into various aspects of instruction. Discussed in this article are SCORE strategies for embedding self-determination skills into classroom settings. Multiple tools and resources are provided to aid with the selection and application processes. A vignette is offered to illustrate guidance for implementation with the goal of improved self-determination skills and enhanced experiences for all learners while in school and beyond.
{"title":"Self-determination skills: Building a foundation for student success","authors":"Mariya T. Davis, Ingrid K. Cumming, Julie D. Southward","doi":"10.1080/1045988X.2022.2070590","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2070590","url":null,"abstract":"Abstract Among different transitions that happen in a young person’s life, transition to adulthood can be one of the most challenging. The new post-school environment requires increased self-determination, including self-awareness, self-advocacy, self-management, and other important skills that help one function as an independent adult. Because it takes time to develop and nurture self-determination skills, it is important to begin early and continue infusing self-determination into various aspects of instruction. Discussed in this article are SCORE strategies for embedding self-determination skills into classroom settings. Multiple tools and resources are provided to aid with the selection and application processes. A vignette is offered to illustrate guidance for implementation with the goal of improved self-determination skills and enhanced experiences for all learners while in school and beyond.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"18 - 26"},"PeriodicalIF":0.9,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48726453","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 : 2022-05-09DOI: 10.1080/1045988X.2022.2070591
Kera B. Ackerman, Todd Whitney, Mark D. Samudre
Abstract Co-teaching is a prevalent model to address student needs in an inclusive classroom, therefore it is critical that both the general and special education teacher are implementing high leverage and evidence-based practices. The present study used peer coaching in an elementary co-taught classroom to evaluate the effectiveness of teachers’ use of high leverage practices to engage and provide feedback to students. Results showed that peer coaching was effective in increasing the use of these practices during intervention, however maintenance did not approximate the performance in the intervention condition. Future implications regarding the impact of these practices on at-risk student engagement in collaborative settings are discussed.
{"title":"The effectiveness of a peer coaching intervention on co-teachers’ use of high leverage practices","authors":"Kera B. Ackerman, Todd Whitney, Mark D. Samudre","doi":"10.1080/1045988X.2022.2070591","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2070591","url":null,"abstract":"Abstract Co-teaching is a prevalent model to address student needs in an inclusive classroom, therefore it is critical that both the general and special education teacher are implementing high leverage and evidence-based practices. The present study used peer coaching in an elementary co-taught classroom to evaluate the effectiveness of teachers’ use of high leverage practices to engage and provide feedback to students. Results showed that peer coaching was effective in increasing the use of these practices during intervention, however maintenance did not approximate the performance in the intervention condition. Future implications regarding the impact of these practices on at-risk student engagement in collaborative settings are discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"27 - 38"},"PeriodicalIF":0.9,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46848173","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 : 2022-05-05DOI: 10.1080/1045988X.2022.2070589
Ann Y. Kim, Chad A. Rose, Stephanie Hopkins, Nikita Mc Cree, Monica E. Romero
Abstract Aggression toward peers is a pervasive problem among school-aged youth. Specifically, relational aggression refers to actions intended to harm another through manipulating social relationships. A diverse group of students (N = 14,083) were surveyed regarding their pro-bullying attitudes, perceived social status, and whether they had perpetrated relational bullying toward another student. Participants average age was 13 years and were diverse in grade level, racial identity, and disability status. Utilizing multiple-groups latent class analyses, a 3-class model emerged that involved the following classes: non-aggressors, those who perceived themselves as socially dominant and those who engaged in relational aggression, with differences in gender and school level representations in those groups. Implications regarding group distinction are made and recommendations for practitioners are provided.
{"title":"Survey of secondary youth on relational aggression: impact of bullying, social status, and attitudes","authors":"Ann Y. Kim, Chad A. Rose, Stephanie Hopkins, Nikita Mc Cree, Monica E. Romero","doi":"10.1080/1045988X.2022.2070589","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2070589","url":null,"abstract":"Abstract Aggression toward peers is a pervasive problem among school-aged youth. Specifically, relational aggression refers to actions intended to harm another through manipulating social relationships. A diverse group of students (N = 14,083) were surveyed regarding their pro-bullying attitudes, perceived social status, and whether they had perpetrated relational bullying toward another student. Participants average age was 13 years and were diverse in grade level, racial identity, and disability status. Utilizing multiple-groups latent class analyses, a 3-class model emerged that involved the following classes: non-aggressors, those who perceived themselves as socially dominant and those who engaged in relational aggression, with differences in gender and school level representations in those groups. Implications regarding group distinction are made and recommendations for practitioners are provided.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"285 - 295"},"PeriodicalIF":0.9,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42495494","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 : 2022-04-13DOI: 10.1080/1045988X.2022.2059432
Emily C. Bouck, Holly M. Long
Abstract Student fluency in mathematics is important, as fluency supports mathematics proficiency and achievement. While fluency can be supported with flashcards and worksheets, it can be supported by games. In this exploratory study, researchers examined the relationship between students’ fluency on addition with regrouping problems and playing a virtual Make 10 s game, which supports the making tens strategy for addition. After seven sessions of playing the virtual Make 10 s games, researchers found Tau–U effects from the single case design study were high for at least three of the four students. Yet, researchers were unable to conclusively determine if a functional relation existed between student accuracy for digits and answers in solving the single–digit addition with regrouping problems within one minute and students playing the virtual Make 10 games.
{"title":"Does making tens add up: exploring game play to support math fluency","authors":"Emily C. Bouck, Holly M. Long","doi":"10.1080/1045988X.2022.2059432","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2059432","url":null,"abstract":"Abstract Student fluency in mathematics is important, as fluency supports mathematics proficiency and achievement. While fluency can be supported with flashcards and worksheets, it can be supported by games. In this exploratory study, researchers examined the relationship between students’ fluency on addition with regrouping problems and playing a virtual Make 10 s game, which supports the making tens strategy for addition. After seven sessions of playing the virtual Make 10 s games, researchers found Tau–U effects from the single case design study were high for at least three of the four students. Yet, researchers were unable to conclusively determine if a functional relation existed between student accuracy for digits and answers in solving the single–digit addition with regrouping problems within one minute and students playing the virtual Make 10 games.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"256 - 266"},"PeriodicalIF":0.9,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48157658","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 : 2022-04-06DOI: 10.1080/1045988X.2022.2059430
Myung-Sook Koh
Abstract American education has been threatened by low student achievement, high teacher attrition, and proficient teacher shortages for decades. Disruptive classroom behaviors are the primary contributor to teacher attrition and the interlinked dichotomy, but relative to special education, general education lacks both competent teacher preparation and constructive behavior remediation. The study found K–12 students with and without disabilities to exhibit different behavior profiles, but the quantity and quality of both profiles warrant the need for proper teacher preparation and implementation of structured behavior intervention systems. Study implications regarding public schools’ systematic challenges were discussed extensively with recommended next steps.
{"title":"An exploration of precursors for at-risk American public schools: The comparative behavioral profiles between children with and without disabilities","authors":"Myung-Sook Koh","doi":"10.1080/1045988X.2022.2059430","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2059430","url":null,"abstract":"Abstract American education has been threatened by low student achievement, high teacher attrition, and proficient teacher shortages for decades. Disruptive classroom behaviors are the primary contributor to teacher attrition and the interlinked dichotomy, but relative to special education, general education lacks both competent teacher preparation and constructive behavior remediation. The study found K–12 students with and without disabilities to exhibit different behavior profiles, but the quantity and quality of both profiles warrant the need for proper teacher preparation and implementation of structured behavior intervention systems. Study implications regarding public schools’ systematic challenges were discussed extensively with recommended next steps.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"247 - 255"},"PeriodicalIF":0.9,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42649127","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 : 2022-04-06DOI: 10.1080/1045988X.2022.2059431
Keri Giordano, Ayal Goldberg, Shira Engelberg, M. O'kane
Abstract Children under five are expelled at high rates from early learning settings, yet little research discusses the relationship between program quality and expulsion. This study examined the relationship between program quality (accreditation, quality rating system participation, child:teacher ratios, suggesting programs are not a match, administrator education and experience, expulsion beliefs, and perceptions of support) and expulsion decisions. Data from 314 community childcare centers throughout one northeastern state in the United States showed 35.7% (n = 112) expelled at least one child in the previous 12 months. QRIS participation, suggestion programs are not a match, expulsion beliefs, and child:teacher ratios were all found to be significant predictors of expulsion. Results indicate that several factors typically associated with quality do not act as protective factors against expulsion.
{"title":"Associations between program quality and expulsion of infants and young children from community childcare settings","authors":"Keri Giordano, Ayal Goldberg, Shira Engelberg, M. O'kane","doi":"10.1080/1045988X.2022.2059431","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2059431","url":null,"abstract":"Abstract Children under five are expelled at high rates from early learning settings, yet little research discusses the relationship between program quality and expulsion. This study examined the relationship between program quality (accreditation, quality rating system participation, child:teacher ratios, suggesting programs are not a match, administrator education and experience, expulsion beliefs, and perceptions of support) and expulsion decisions. Data from 314 community childcare centers throughout one northeastern state in the United States showed 35.7% (n = 112) expelled at least one child in the previous 12 months. QRIS participation, suggestion programs are not a match, expulsion beliefs, and child:teacher ratios were all found to be significant predictors of expulsion. Results indicate that several factors typically associated with quality do not act as protective factors against expulsion.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"267 - 275"},"PeriodicalIF":0.9,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47461461","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 : 2022-03-18DOI: 10.1080/1045988X.2022.2048627
P. Mullen, Jennifer K. Niles, Allison T. Dukes, Allison Spargo
Abstract Today’s youth face multifaceted challenges in a time when society is more aware of the consequences of unhealthy decision-making. In this study, we tested the effectiveness of an emerging intervention, GPS for SUCCESS, a classroom-based 5-week program that helps students build their purpose in life while securing a commitment to achieve it. We employed a quasi-experimental study that included a nonrandom assignment to a treatment and comparison group. Findings indicated that the treatment group had statistically significant higher posttest scores on measures of meaning in life and personal growth initiative when compared to the comparison group and while controlling for their pretest scores. We discuss these findings and their implications for theory, practice, and future research.
当今社会越来越意识到不健康决策的后果，年轻人面临着多方面的挑战。在这项研究中，我们测试了一种新兴干预措施的有效性，GPS for SUCCESS，这是一个基于课堂的5周课程，帮助学生建立他们的生活目标，同时确保实现目标的承诺。我们采用了一项准实验研究，其中包括对治疗组和对照组的非随机分配。研究结果表明，与对照组相比，治疗组在控制前测分数的情况下，在生活意义和个人成长主动性方面的后测分数有统计学意义上的显著提高。我们将讨论这些发现及其对理论、实践和未来研究的意义。
{"title":"An examination of the GPS for SUCCESS program","authors":"P. Mullen, Jennifer K. Niles, Allison T. Dukes, Allison Spargo","doi":"10.1080/1045988X.2022.2048627","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2048627","url":null,"abstract":"Abstract Today’s youth face multifaceted challenges in a time when society is more aware of the consequences of unhealthy decision-making. In this study, we tested the effectiveness of an emerging intervention, GPS for SUCCESS, a classroom-based 5-week program that helps students build their purpose in life while securing a commitment to achieve it. We employed a quasi-experimental study that included a nonrandom assignment to a treatment and comparison group. Findings indicated that the treatment group had statistically significant higher posttest scores on measures of meaning in life and personal growth initiative when compared to the comparison group and while controlling for their pretest scores. We discuss these findings and their implications for theory, practice, and future research.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"238 - 246"},"PeriodicalIF":0.9,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43021418","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：