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Supporting Student with Emotional Disturbance/Behavioural Disorder in Irish Post-Primary Schools: Replacing Care Support with Teaching Provision
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Tiernan, Bairbre; McDonagh, Dolores; Casserly, Ann Marie – Emotional & Behavioural Difficulties, 2020
Supporting students with emotional disturbance/behavioural disorder (EBD) in mainstream schools is complex. An alternative school-based model of provision for students with EBD, titled the Altered Provision Project (APP), was piloted in the Irish mainstream post-primary schools. The rationale behind APP was that students with EBD require…
Descriptors: Foreign Countries, Behavior Disorders, Emotional Disturbances, Secondary School Students
The Alert Program for Self-Management of Behaviour in Second Level Schools: Results of Phase 1 of a Pilot Study
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Mac Cobb, Siobhan; Fitzgerald, Brian; Lanigan-O'Keeffe, Carolyn – Emotional & Behavioural Difficulties, 2014
This article reports on Phase 1 of a pilot programme on self-management of behaviour with challenging class groups of students as part of the evidence-informed practice of the National Behaviour Support Service. The Alert Program is a structured active learning programme using an engine analogy. The person's engine runs on high, low or just right…
Descriptors: Self Control, Self Management, Behavior Modification, Student Behavior
Using a Problem-Solving Approach To Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings.
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O'Reilly, Mark F.; Lancioni, Giulio; Gardiner, Marianne; Tiernan, Roisin; Lacy, Claire – International Journal of Disability, Development and Education, 2002
A study examined use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. The student was taught targeted skills in a resource room and was able to successfully generalize the skills to regular classrooms. Teachers indicated the student's behavior significantly improved during the…
Descriptors: Behavior Change, Behavior Modification, Elementary Education, Foreign Countries
Use of Self-Monitoring and Delayed Feedback To Increase On-Task Behavior in a Post-Institutionalized Child within Regular Classroom Settings.
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O'Reilly, Mark; Tiernan, Roisin; Lacey, Claire; Hillery, John; Gardiner, Marianne – Education and Treatment of Children, 2002
The use of a self-monitoring strategy to increase on-task behavior was examined with a post-institutionalization 13-year-old child included in a regular school in Ireland. A functional assessment conducted prior to the intervention indicated the student engaged stereotypy unless involved in academic tasks. After implementation of the intervention,…
Descriptors: Adolescents, Behavior Modification, Behavior Problems, Developmental Disabilities