Mathematics Achievement in an Alternative School Implementing School-wide Positive Behavior Support
Mathematics Achievement in an Alternative School Implementing School-wide Positive Behavior Support

Author: Emily A. Ramsey

Publisher:

Published: 2015

Total Pages:

ISBN-13: 9781339300719

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The number of individuals with a mathematics learning disability has greatly increased over the years. Unfortunately, these students not only are behind their peers in their current grade, but continue to perform below their peers in later grades, resulting in an increase in the academic achievement gap. Thus, it is important to find supports to reduce this gap in achievement. School-wide positive behavior support (SWPBS) is an evidence-based program that has been shown to improve student behavior and increase academic achievement. While there is a lot of research supporting the positive effects of SWPBS in a general education setting, there are few studies looking at SWPBS in alternative school settings. The present study examines the relationship between the implementation of SWPBS and mathematics achievement of students in an alternative school. It was hypothesized that over time, a higher percentage of students in this alternative school would be at or above the 25th percentile on mathematics assessments co-occurring with managing behavior through SWPBS. Overall results show that there was not a significant change in school-wide mathematics achievement after the implementation of SWPBS. However, students who were enrolled in the school consistently before and after the implementation of SWPBS showed improvements in their mathematics scores over time.

Handbook of Positive Behavior Support
Handbook of Positive Behavior Support

Author: Wayne Sailor

Publisher: Springer Science & Business Media

Published: 2008-12-02

Total Pages: 778

ISBN-13: 0387096329

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A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.

Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities

Author: Melody Tankersley

Publisher: Emerald Group Publishing

Published: 2022-05-12

Total Pages: 168

ISBN-13: 1802627391

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The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation.

Encyclopedia of Special Education, Volume 3
Encyclopedia of Special Education, Volume 3

Author: Cecil R. Reynolds

Publisher: John Wiley & Sons

Published: 2018-03-02

Total Pages: 1116

ISBN-13: 1119520029

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The only comprehensive reference devoted to special education The highly acclaimed Encyclopedia of Special Education addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field. This completely updated and comprehensive A-Z reference includes about 200 new entries, with increased attention given to those topics that have grown in importance since the publication of the third edition, such as technology, service delivery policies, international issues, neuropsychology, and RTI. The latest editions of assessment instruments frequently administered in special education settings are discussed. Only encyclopedia or comprehensive reference devoted to special education Edited and written by leading researchers and scholars in the field New edition includes over 200 more entries than previous edition, with increased attention given to those topics that have grown in importance since the publication of the third edition—such as technology, service delivery policies, international issues, neuropsychology, and Response to Intervention, Positive Behavioral Interventions and Supports (PBIS), Autism and Applied Behavior Analysis Entries will be updated to cover the latest editions of the assessment instruments frequently administered in special education settings Includes an international list of authors and descriptions of special education in 35 countries Includes technology and legal updates to reflect a rapidly changing environment Comprehensive and thoroughly up to date, this is the essential, A-Z compilation of authoritative information on the education of those with special needs.

Peers As Change Agents
Peers As Change Agents

Author: Tai A. Collins

Publisher: Oxford University Press, USA

Published: 2021

Total Pages: 305

ISBN-13: 019006871X

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"This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of PMIs, including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each type of PMI, as well as practical chapters detailing the use of different strategies. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and practical resources such as implementation scripts"--

The Oxford Handbook of Coercive Relationship Dynamics
The Oxford Handbook of Coercive Relationship Dynamics

Author: Thomas J. Dishion

Publisher: Oxford University Press

Published: 2016

Total Pages: 449

ISBN-13: 0199324557

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Presents models of the role of close relationships in psychopathology and development Provides evidence-based interventions that treat and prevent antisocial behavior Integrates genetic and environmental models of behavior.

Preventing Problem Behaviors
Preventing Problem Behaviors

Author: Bob Algozzine

Publisher: Simon and Schuster

Published: 2015-04-28

Total Pages: 430

ISBN-13: 1632209799

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In today's increasingly diverse PreK–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level. Based on the premise that early response to problems can lead to better outcomes for students, the book's content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features: -The latest information on the science and practice of prevention -Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention -Effective practices for teaching social skills to young children -Proven techniques for implementing schoolwide positive behavior support -Tools for using individual behavior plans to prevent problems -Ideas for home-school and community partnerships and culturally responsible teaching -Critical strategies for monitoring student progress and evaluating prevention practices -New, updated chapters, including information on preschool behavior support and RTI This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.

The Effect of Alternative Mathematics Programs on Mathematics Achievement
The Effect of Alternative Mathematics Programs on Mathematics Achievement

Author: Robert J. Bryson

Publisher:

Published: 2008

Total Pages: 109

ISBN-13:

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Over the past several decades, the reformation of mathematics curriculum and instruction has been a topic of debate. The No Child Left Behind Act has created a new level of accountability for school districts to increase the mathematics achievement levels of all students. In order to address the need to increase the mathematics achievement levels, some schools have implemented alternative mathematics programs. The purpose of this study was to determine the effects that one alternative mathematics program had on a group of secondary students. This longitudinal quantitative study examined two graduating classes from one high school located in south central Pennsylvania. One hundred ninety-six students in the class of 2006 participated in a traditional mathematics program and two hundred thirty students in the class of 2007 participated in an alternative mathematics program. Eighth-grade and eleventh-grade Pennsylvania System of School Assessment (PSSA) data was collected on each of the graduating classes to determine whether the alternative mathematics program had a positive effect on student achievement. High school mathematics course enrollment data was also collected on each of the graduating classes to determine if students in the alternative program complete higher level mathematics courses in comparison to the students participating in the traditional program. Results from the study indicated greater achievement growth in the group of students that participated in the alternative mathematics program. Students participating in the alternative mathematics program showed greater increase in both their scaled scores as well as their PSSA performance levels in comparison to students that participated in the traditional mathematics program. There was not a significant difference in course enrollment between the two groups of students.