{"title":"使用系统筛选来识别在策略教学中存在学术和行为挑战的学生","authors":"R. Ennis, D. J. Royer, John L. Hosp","doi":"10.1080/1045988X.2022.2076643","DOIUrl":null,"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":0.8000,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"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\":null,\"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\":0.8000,\"publicationDate\":\"2022-05-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Preventing School Failure\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1045988X.2022.2076643\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Preventing School Failure","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1045988X.2022.2076643","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Using systematic screening to identify students with academic and behavioral challenges for strategy instruction
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.
期刊介绍：
Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.
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