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Feemster, Kristen G.; Proctor, Steven L.; Hoffmann, Norman G. – Preventing School Failure, 2016
This study identified peak periods of the onset, prevalence, and correlates of early adolescent substance use, and evaluated the feasibility of implementing a brief student survey at a high school in the southeastern United States. A brief survey was self-administered and 791 students with a mean age of 16.2 years (SD = 1.24) provided complete…
Descriptors: Early Adolescents, Substance Abuse, Student Surveys, High School Students
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Schwab, James Raymond; Johnson, Zachary G.; Ansley, Brandis M.; Houchins, David E.; Varjas, Kris – Preventing School Failure, 2016
The Every Child Achieves Act of 2015 has drawn greater attention to the academic achievement of students considered at risk who attend alternative schools. Due to problems both inside and outside of schools, students in alternative education settings may struggle with academic content and require a different educational approach. This…
Descriptors: Literature Reviews, Nontraditional Education, Intervention, Academic Achievement
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Kellems, Ryan O.; Edwards, Sean – Preventing School Failure, 2016
Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…
Descriptors: Learning Disabilities, Assistive Technology, Prompting, Teaching Methods
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Kellems, Ryan O.; Springer, Ben; Wilkins, Melinda K.; Anderson, Caroline – Preventing School Failure, 2016
The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists…
Descriptors: School Psychologists, School Psychology, Special Education Teachers, Counselor Teacher Cooperation
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Hinton, Vanessa; Buchanan, Alice M.; Rudisill, Mary – Preventing School Failure, 2016
Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs--academic or behavioral. Yet, tiered instruction…
Descriptors: Physical Education, Models, Positive Behavior Supports, Intervention
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King, Diane; Coughlin, Patricia Kathleen – Preventing School Failure, 2016
There are two approaches for providing Tier 2 interventions within Response to Intervention (RtI): standard treatment protocol (STP) and the problem-solving approach (PSA). This article describes the multi-tiered RtI prevention model being implemented across the United States through an analysis of these two approaches in reading instruction. It…
Descriptors: Response to Intervention, Problem Solving, Models, Reading Instruction
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Rodriguez, Billie Jo; Loman, Sheldon L.; Borgmeier, Christopher – Preventing School Failure, 2016
As increasing numbers of schools implement Multi-Tiered Systems of Support (MTSS), schools are looking for and implementing evidence-based practices for students whose needs are not fully met by Tier 1 supports. Although there is relative consistency and clarity in what constitutes Tier 1 behavior support within MTSS, Tier 2 supports may be more…
Descriptors: Program Implementation, Intervention, Positive Behavior Supports, Evidence Based Practice
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Bruhn, Allison L.; Kaldenberg, Erica; Bappe, Kemlyn Tan; Brandsmeier, Brian; Rila, Ashley; Lanphier, Lindsay; Lewis, Megan; Slater, Alexandra – Preventing School Failure, 2016
In two studies, the systematic approach to designing functional assessment-based interventions (FABIs) created by Umbreit, Ferro, Liaupsin, and Lane (2007) was used with high school students receiving special education services in self-contained classrooms reserved for students with persistent behavior problems. In Study 1, an AB design was used…
Descriptors: Intervention, High School Students, Functional Behavioral Assessment, Special Education
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O'Handley, Roderick D.; Radley, Keith C.; Cavell, Hannah J. – Preventing School Failure, 2016
The current pilot study investigated the effectiveness of the Superheroes Social Skills program in decreasing disruptive and aggressive behavior of elementary-age students with high-incidence disabilities. Six students in a self-contained classroom, identified as displaying high rates of disruptive and aggressive behavior toward peers, were…
Descriptors: Program Effectiveness, Behavior Problems, Aggression, Elementary School Students
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Whitney, Todd; Hirn, Regina G.; Lingo, Amy S. – Preventing School Failure, 2016
In the present study, we examined the effects of a fluency-building mathematics program called Great Leaps Math on fluency of basic addition mathematics facts zero to nine and word problem solving using a multiple probe design across participants. Three elementary students with challenging behaviors and mathematics difficulty participated in the…
Descriptors: Mathematics Skills, Mathematics Instruction, Addition, Word Problems (Mathematics)
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Kerr, Mary Margaret; Brown, Elizabeth Levine – Preventing School Failure, 2016
This article describes a study conducted collaboratively with 19 special educators to learn about their emotional practice through the emotional labor framework. Emotional labor refers to the management of emotional expression in the workplace. Specifically, the study sought to (a) deconstruct the stressors these special educators perceived, (b)…
Descriptors: Special Education Teachers, Emotional Experience, Emotional Adjustment, Stress Variables
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Sharp, Kristin; Sanders, Kari; Noltemeyer, Amity; Hoffman, Jessica L.; Boone, William J. – Preventing School Failure, 2016
This study examined the relationship between response to intervention (RTI) implementation integrity in reading and student reading outcomes. Data were collected from 64 principals and school psychologists at 43 elementary schools. Hierarchical linear regression was used to examine the degree to which implementation of RTI tiers and key components…
Descriptors: Response to Intervention, Reading Achievement, Correlation, Program Implementation
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Vera, Elizabeth; Shriberg, David; Alves, Alison; de Oca, Jessie Montes; Reker, Kassandra; Roche, Meghan; Salgado, Manuel; Stegmaier, Jessica; Viellieu, Lindsay; Karahalios, Vicky; Knoll, Michael; Adams, Kristen; Diaz, Yahaira; Rau, Ellen – Preventing School Failure, 2016
Low high school completion rates are an ongoing challenge for educators. This study provides the results of an evaluation of a ninth-grade summer transition program offered at a large public school with a high freshman dropout rate. The evaluation consisted of preprogram and postprogram surveys and interviews with 64 incoming freshman…
Descriptors: Dropout Prevention, Summer Programs, Program Effectiveness, Program Evaluation
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Wall, Candace A.; Rafferty, Lisa A.; Camizzi, Mariya A.; Max, Caroline A.; Van Blargan, David M. – Preventing School Failure, 2016
Many students who struggle to obtain the alphabetic principle are at risk for being identified as having a reading disability and would benefit from additional explicit phonics instruction as a remedial measure. In this action research case study, the research team conducted two experiments to investigate the effects of a color-coded, onset-rime,…
Descriptors: Action Research, Decoding (Reading), Intervention, Elementary School Students
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Clarke, Laura S.; Haydon, Todd; Bauer, Anne; Epperly, Anna C. – Preventing School Failure, 2016
The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement…
Descriptors: Intellectual Disability, Inclusion, General Education, Audience Response Systems
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