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Effects of an Alternative to Suspension Intervention in a Therapeutic High School

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Hernandez-Melis, Claudia; Fenning, Pamela; Lawrence, Elizabeth – Preventing School Failure, 2016

The purpose of the current study was to assess the effects of an alternative to suspension intervention on students' subsequent major referrals. The intervention included activities designed to teach social coping strategies as well as mediation to resolve interpersonal conflicts. The intervention was implemented in a therapeutic high school, and…

Descriptors: Suspension, Intervention, High School Students, Behavior Problems

The Pyramid Plus Center: Scaling up and Sustaining Evidence-Based Practices for Young Children with Challenging Behavior

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Hallett, Geneva; Strain, Phillip S.; Smith, Barbara J.; Barton, Erin E.; Steed, Elizabeth A.; Kranski, Tessa A. – Young Exceptional Children, 2019

The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Hemmeter, Fox, & Snyder, 2013), or the Pyramid Model, is a conceptual framework focused on systemic and sustained implementation of evidence-based practices (EBP) related to promoting social emotional competence and preventing challenging behaviors in…

Descriptors: Positive Behavior Supports, Evidence Based Practice, Models, Social Development

Compliance and Practices in Transition Planning: A Review of Individualized Education Program Documents

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Landmark, Leena Jo; Zhang, Dalun – Remedial and Special Education, 2013

This study examined the extent to which transition components of students’ Individualized Education Programs (IEPs) were compliant with IDEIA 2004; the extent to which transition components provided evidence of best practices; the association among disability, ethnicity, compliance, and practices; and the relationship between compliance and best…

Descriptors: Individualized Transition Plans, Individualized Education Programs, Compliance (Legal), Best Practices