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The Effects of No Child Left behind on Children's Socioemotional Outcomes
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Whitney, Camille R.; Candelaria, Christopher A. – AERA Open, 2017
Many people have worried about possible adverse effects of high-stakes testing on socioemotional outcomes. This article uses a difference-in-differences approach to investigate the effects of the introduction of high-stakes testing via the No Child Left Behind Act on socioemotional outcomes. Data are from the Early Childhood Longitudinal…
Descriptors: Educational Legislation, Federal Legislation, High Stakes Tests, Accountability
Remembering Parents in Parent-Mediated Early Intervention: An Approach to Examining Impact on Parents and Families
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Wainer, Allison L.; Hepburn, Susan; McMahon Griffith, Elizabeth – Autism: The International Journal of Research and Practice, 2017
The goal of this review is to advance the discussion regarding meaningful outcomes of early intervention for children with autism spectrum disorder. The rapid growth in the development and evaluation of early intervention approaches for autism spectrum disorder includes both therapist-driven and parent-mediated interventions. The majority of…
Descriptors: Early Intervention, Young Children, Autism, Pervasive Developmental Disorders
McKinney-Vento Act: The Effectiveness of One District's Whole Child Approach to Meeting The Needs of a Vulnerable Population
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Nelms, Amanda – ProQuest LLC, 2017
This study was conducted to determine if a growing, urban school district was adequately addressing the academic, social-emotional and behavioral needs of students identified as homeless under the McKinney-Vento Act. McKinney-Vento eligible students were compared to non-homeless virtual twins. Each twin was created through averaging three…
Descriptors: Homeless People, Federal Legislation, Urban Schools, School Districts
McKinney-Vento Act: The Effectiveness of One District's Whole Child Approach to Meeting The Needs of a Vulnerable Population
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Hatchett, Theowauna – ProQuest LLC, 2017
This study was conducted to determine if a growing, urban school district was adequately addressing the academic, social-emotional and behavioral needs of students identified as homeless under the McKinney-Vento Act. McKinney-Vento eligible students were compared to non-homeless virtual twins. Each twin was created through averaging three…
Descriptors: Homeless People, Federal Legislation, Urban Schools, School Districts
McKinney-Vento Act: The Effectiveness of One District's Whole Child Approach to Meeting The Needs of a Vulnerable Population
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Minnis, Cynthia – ProQuest LLC, 2017
This study was conducted to determine if a growing, urban school district was adequately addressing the academic, social-emotional and behavioral needs of students identified as homeless under the McKinney-Vento Act. McKinney-Vento eligible students were compared to non-homeless virtual twins. Each twin was created through averaging three…
Descriptors: Homeless People, Federal Legislation, Urban Schools, School Districts
Challenges Faced by School Teachers in Implementing Positive Behavior Support in Their School Systems
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Chitiyo, Morgan; Wheeler, John J. – Remedial and Special Education, 2009
The 1997 reauthorization of the Individuals with Disabilities Education Improvement Act made major changes to the education of children with disabilities who exhibit challenging behavior. The law emphasized the use of positive behavior supports (PBS) and functional behavioral assessments (FBA) as a strategy to address challenging behavior. Since…
Descriptors: Disabilities, Functional Behavioral Assessment, Questionnaires, Teacher Attitudes
Parent Experiences in Using Positive Behavior Support to Reduce Challenging Behavior in Children with Severe Disabilities: A Qualitative Case Study
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Thomas, C. Adrainne – ProQuest LLC, 2010
In the 1970s, the Education for the Handicapped Act (EAHCA) gave rights to parents to receive training and mandated that schools provide it. The 1997, Individuals with Disabilities Act (IDEA 1997) mandated the use of PBS for children with problem behaviors. IDEA 1997 required that schools create behavior plans with positive behavioral strategies…
Descriptors: Intervention, Disabilities, Interviews, Measures (Individuals)