NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Location
Laws, Policies, & Programs
Individuals with Disabilities…1
What Works Clearinghouse Rating
Showing all 14 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia – Preventing School Failure, 2018
Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning…
Descriptors: Teacher Empowerment, Educational Strategies, Self Evaluation (Individuals), Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Oakes, Wendy Peia; Lane, Kathleen Lynne; Hirsch, Shanna Eisner – Preventing School Failure, 2018
It can be challenging for educators to select intervention tactics based on the function of the student's behavior. In this article, authors offer practical information on behavioral function and environmental-focused intervention ideas for educators developing behavior intervention plans. Ideas are organized according to the hypothesized function…
Descriptors: Functional Behavioral Assessment, Intervention, Student Behavior, Classroom Techniques
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Kathleen Lynne; Oakes, Wendy Peia; Jenkins, Abbie; Menzies, Holly Mariah; Kalberg, Jemma Robertson – Preventing School Failure, 2014
Comprehensive, integrated, three-tiered models are context specific and developed by school-site teams according to the core values held by the school community. In this article, the authors provide a step-by-step, team-based process for designing comprehensive, integrated, three-tiered models of prevention that integrate academic, behavioral, and…
Descriptors: Instructional Leadership, Prevention, Progress Monitoring, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Kathleen Lynne; Oakes, Wendy Peia; Ennis, Robin Parks; Hirsch, Shanna Eisner – Preventing School Failure, 2014
In comprehensive, integrated, three-tiered models, it is essential to have a systematic method for identifying students who need supports at Tier 2 or Tier 3. This article provides explicit information on how to use multiple sources of data to determine which students might benefit from these supports. First, the authors provide an overview of how…
Descriptors: Disability Identification, Progress Monitoring, Data, Decision Making
Peer reviewed Peer reviewed
Direct linkDirect link
Oakes, Wendy Peia; Lane, Kathleen Lynne; Germer, Kathryn A. – Preventing School Failure, 2014
School-site and district-level leadership teams rely on the existing knowledge base to select, implement, and evaluate evidence-based practices meeting students' multiple needs within the context of multitiered systems of support. The authors focus on the stages of implementation science as applied to Tier 2 and Tier 3 supports; the…
Descriptors: Instructional Leadership, Teamwork, Program Implementation, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Kathleen Lynne; Oakes, Wendy Peia; Magill, Lauren – Preventing School Failure, 2014
In this article, the authors clarify the role of the leadership team, providing a rationale for one integrated team to examine academic, social, and behavioral programming, with careful attention to including all key stakeholders. Next, the authors discuss the procedures for teaching all key stakeholders the comprehensive, integrated, three-tiered…
Descriptors: Intervention, Models, Reliability, Instructional Leadership
Peer reviewed Peer reviewed
Direct linkDirect link
Oakes, Wendy Peia; Lane, Kathleen Lynne; Cox, Meredith Lucille; Messenger, Mallory – Preventing School Failure, 2014
In this article, the authors provide an overview of behavior screening tools available, including free and commercially available options. Next, the authors offer step-by-step procedures for (a) selecting, (b) scheduling, (c) preparing, (d) administering, and (e) scoring and interpreting behaviors screening tools. The authors conclude with…
Descriptors: Screening Tests, Behavior Problems, Decision Making, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Menzies, Holly M.; Lane, Kathleen Lynne – Preventing School Failure, 2011
Some students exhibit behavioral issues as early as preschool and kindergarten. Conventional wisdom suggests waiting to see whether students outgrow these difficulties. However, there is extensive evidence that early detection and intervention is preferred to the wait-and-see approach because it is more likely to result in better academic and…
Descriptors: Evidence, Identification, Functional Behavioral Assessment, Prevention
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Kathleen Lynne; Barton-Arwood, Sally M.; Spencer, Jane Lawrence; Kalberg, Jemma Robertson – Preventing School Failure, 2007
In this article, the authors present the findings of an intensive training series designed to train school-site teams in functional assessment procedures. They examined the extent to which participation in an intensive training series that included on-site follow-up was sufficient to provide participants with the knowledge and skills necessary to…
Descriptors: Intervention, Functional Behavioral Assessment, Behavior Disorders, Clinical Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
Beebe-Frankenberger, Margaret; Lane, Kathleen Lynne; Bocian, Kathleen M.; Gresham, Frank M.; MacMillan, Donald L. – Preventing School Failure, 2005
This study examined differences between teacher and parent ratings of social skills in a sample of adolescent students (n = 33) previously identified in the elementary grades as at risk for academic or behavioral concerns, or both. Findings suggest a core of 4 classroom behavioral expectations for social competence consistent across elementary and…
Descriptors: High Risk Students, Behavior Problems, Expectation, Adolescents
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Kathleen Lynne; Menzies, Holly M.; Barton-Arwood, Sally M.; Doukas, Georgia L.; Munton, Sarah M. – Preventing School Failure, 2005
This article presents a step-by-step, empirically validated method for designing, implementing, and evaluating a formal social skills intervention based on specific skill deficits as identified by the Social Skills Rating System (SSRS; F. M. Gresham & S. N. Elliott, 1990). The 6 steps include: (1) identifying students for participation; (2)…
Descriptors: Interpersonal Competence, Elementary School Students, Intervention, Identification
Peer reviewed Peer reviewed
Direct linkDirect link
Miller, Mathew J.; Lane, Kathleen Lynne; Wehby, Joseph – Preventing School Failure, 2005
The purpose of this study was to examine the results of a prescriptive, classroom- based social skills intervention program for 7 students with high-incidence disabilities receiving services in a self-contained, special education classroom. Students participated in 12 hours of social skills training, led by a paraprofessional and a student…
Descriptors: Interpersonal Competence, Intervention, Teaching Methods, Student Teachers
Peer reviewed Peer reviewed
Lane, Kathleen Lynne; Menzies, Holly M.; Munton, Sarah M.; Von Duering, Rebecca M.; English, Georgia L. – Preventing School Failure, 2005
The teaching community is challenged by the responsibility of meeting the academic, social, and behavioral needs of children with and at risk for antisocial behavior. Although intervening with these children is challenging at best, the literature suggests that intervention efforts are most likely to be successful when they occur early in a child's…
Descriptors: Phonemic Awareness, Underachievement, Phonemics, Intervention
Peer reviewed Peer reviewed
Lane, Kathleen Lynne; Mahdavi, Jennifer N.; Borthwick-Duffy, Sharon – Preventing School Failure, 2003
A study explored expectations of 80 elementary teachers of the prereferral intervention team process and the need for direct support in implementing proposed interventions. The majority expected to acquire classroom interventions, obtain professional support, and inform parents of concerns. More than half were in favor of in-class demonstrations…
Descriptors: Demonstrations (Educational), Disabilities, Elementary Education, Inclusive Schools