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Rosario Escribano; Mayra Mascareño; Anneke Timmermans; Ernesto Treviño; Miguel Nussbaum – School Effectiveness and School Improvement, 2024
The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching…
Descriptors: Foreign Countries, Educational Quality, Teacher Effectiveness, Low Achievement
Klingbeil, David A.; Fischer, Aaron J.; Renshaw, Tyler L.; Bloomfield, Bradley S.; Polakoff, Ben; Willenbrink, Jessica B.; Copek, Rebecca A.; Chan, Kai Tai – Psychology in the Schools, 2017
The popularity of mindfulness-based interventions (MBIs) is growing rapidly in schools. Decisions regarding the use of these interventions must be based on empirical evidence. There is robust evidence for the use of MBIs with adults, but research on MBIs with youth is nascent. The purpose of this meta-analytic review was to add to the literature…
Descriptors: Metacognition, Intervention, Outcomes of Treatment, Behavior Problems
Umbreit, John; Ferro, Jolenea B. – Remedial and Special Education, 2015
The field of function-based intervention has changed the way behavioral support is provided to students with challenging behavior. Our goal is to identify and describe some key findings and practices that have facilitated this progress. We also pinpoint some areas for future research that are likely to contribute to further progress.
Descriptors: Intervention, Student Behavior, Behavior Problems, Functional Behavioral Assessment
VanderPlaat, Madine – School Psychology International, 2016
Traditionally, the field of resilience research, especially as it relates to children and youth, has been well ensconced in the discipline of psychology. Sociologists, when they do engage with the concept, tend to do so at the level of the community. In recent years, an increasing number of scholars have called for a construction of resilience and…
Descriptors: Resilience (Psychology), Educational Sociology, School Psychology, Ecology
Moreno, Gerardo; Segura-Herrera, Theresa – Multicultural Learning and Teaching, 2014
Latino students are the largest growing minority group in the U.S. school system. However, there are critical barriers that impeded the development of sustained academic success for this particular population. Latino students have been found to be over-represented in the delivery of disciplinary actions and in the identification of disabilities in…
Descriptors: Special Education, Referral, Hispanic American Students, Emotional Disturbances
Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian – International Journal of Whole Schooling, 2014
A commitment to maximizing learning outcomes for all students is an axiom of most educational systems around the world. However this goal is sometimes compromised by factors that can be complex and difficult to address. Student behavior problems are one of the major issues challenging educators in many countries including Thailand. Recently, laws…
Descriptors: Foreign Countries, Student Behavior, Behavior Problems, Behavior Modification
DuPaul, George J.; Jimerson, Shane R. – School Psychology Quarterly, 2014
Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals…
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Problems, Academic Achievement, Role
Wu, Ya-Ping; Mirenda, Pat; Wang, Hwa-Pey; Chen, Ming-Chung – International Journal of Special Education, 2010
This case study describes the processes of functional analysis and modality assessment that were utilized to design a communication intervention for an adolescent with autism who engaged in loud and disruptive vocalizations for most of the school day. The functional analysis suggested that the vocalizations served both tangible and escape…
Descriptors: Behavior Problems, Intervention, Autism, Instructional Effectiveness
Shevlin, Michael; Winter, Eileen; Flynn, Paula – International Journal of Inclusive Education, 2013
There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice…
Descriptors: Inclusion, Educational Practices, Teacher Attitudes, Foreign Countries
Hemmeter, Mary Louise; Fox, Lise – NHSA Dialog, 2009
The "Teaching Pyramid" (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003) is a framework for organizing evidence-based practices for promoting social-emotional development and preventing and addressing challenging behavior in preschool programs. In this article, we briefly describe the "Teaching Pyramid" as a framework for implementing effective…
Descriptors: Early Intervention, Emotional Development, Teaching Methods, Preschool Education
Smalls, Ciara; White, Rhonda; Chavous, Tabbye; Sellers, Robert – Journal of Black Psychology, 2007
Adolescents' understandings of their social identities and related personal experiences influence their adaptations and responses within domains in which those identities are salient. The authors explore associations of racial identity beliefs regarding how Blacks should act, think, and behave (racial ideologies) and racial discrimination…
Descriptors: Secondary School Students, Student Attitudes, Racial Discrimination, Ideology
Promoting Social, Emotional and Behavioral Outcomes of Young Children Served under IDEA. Issue Brief
Fox, Lise; Smith, Barbara J. – Technical Assistance Center on Social Emotional Intervention for Young Children, 2007
A growing body of evidence confirms that serious and persistent challenging behaviors in early childhood directly relate to later problems in school success, social relationships, educational and vocational success, and social adjustment. Conversely, key social skills associated with learning in group settings include being able to get along with…
Descriptors: Young Children, Social Adjustment, Federal Programs, Federal Legislation

Maddux, Cleborne D.; And Others – Rural Special Education Quarterly, 1996
The Devereux Elementary School Behavior Rating Scale II (DESB-II) was administered by teachers to 1,801 students in grades K-6 in 17 rural school districts. Results revealed that 7 of the 10 high-risk behavioral factors tapped by the DESB-II were considered problems by the majority of rural teachers. Includes recommended classroom interventions.…
Descriptors: Behavior Problems, Behavior Rating Scales, Change Strategies, Educational Practices
Smith, Hyrum M.; Eckerson, Louise Omwake – Office of Education, US Department of Health, Education, and Welfare, 1963
Most counselors agree that all children could benefit from guidance during the elementary grades in school. Guidance for the gifted adolescent often comes too late to change his study habits or his educational plans; and, early recognition of and help for children with physical, social, and emotional difficulties might prevent delinquency, early…
Descriptors: Educational History, School Guidance, Elementary School Students, Educational Practices