• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Exceptionality: A Special Education Journal >School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention
【24h】

School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention

机译：全校积极行为支持和情绪/行为障碍学生：对预防，识别和干预的意义

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Special education continues to document the poor within and post-school outcomes among children and youth with Emotional/Behavioral Disorders (EBD). While the poor outcomes are due to a myriad of causes, three issues routinely emerge as problematic in the field. First, the need for early intervention and prevention has been well documented, and yet educators continue to struggle with building effective prevention systems. Second, a clear disconnect exists between the current federal definition of “seriously emotionally disturbed” and the educational focus and intent of the law leading to inconsistencies and under-identification of students and the adoption of a pathology model versus a strength-based educational model. Finally, the field continues to struggle with the implementation and sustained use of evidence-based practices within and across schools and school districts. The purpose of this article is to discuss how School-Wide Positive Behavior Support can assist in addressing the issues related to the prevention, educational identification and effective intervention implementation through its systemic logic, data-based decision making, and capacity building within and across schools. Research to date is reviewed with respect to addressing EBD challenges in school and implications for future research and practice are discussed.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09362831003673168
机译：特殊教育继续记录着患有情感/行为障碍（EBD）的儿童和青少年的不良学习状况和学后成绩。尽管不良结果是由多种原因造成的，但在该领域中通常会出现三个问题。首先，对早期干预和预防的需求已得到充分记录，但教育工作者仍在努力建立有效的预防系统。其次，当前联邦对“严重的情绪困扰”的定义与法律的教育重点和意图之间存在明显的脱节，这导致了学生的前后矛盾和身份认同不足，采用了病理模型与基于力量的模型教育模式。最后，该领域继续在学校和学区之内和之间以及在循证实践的实施和持续使用方面进行斗争。本文的目的是讨论“全校积极行为支持”如何通过其系统逻辑，基于数据的决策以及在校内和跨校的能力建设来协助解决与预防，教育认同和有效干预实施有关的问题。迄今为止，针对在学校中应对EBD挑战的研究进行了回顾，并讨论了对未来研究和实践的意义。查看全文下载全文相关var addthis_config = {ui_cobrand：“ Taylor＆Francis Online”，services_compact：“ citeulike，netvibes，twitter， technorati，delicious，linkedin，facebook，stumbleupon，digg，google，more“，发布：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09362831003673168

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号