For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. Student outcome data suggest that the current educational system does not adequately prepare students with the most intensive needs, particularly students with disabilities, for the world of college and work. Although the…

Whole-school or whole-class programs designed to promote positive behavior can enhance the likelihood that effective teaching and learning occur for all students. This practice guide is intended to help elementary education educators, as well as school and district administrators and parents, implement and support effective prevention-focused…

Teachers and school leaders frequently make decisions about which strategies will best support students who struggle academically or behaviorally, but evidence-based information about the quality of these strategies is not always available. Resources as the What Works Clearinghouse and the Regional Education Laboratories can help educators…

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert…

Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better…

Dropping out of school has been associated with a student's ethnicity, socioeconomic status, challenging behaviours and low academic achievement. This paper describes research conducted with 1050 students aged 12-15, in three North Queensland urban high schools to investigate issues related to Indigenous and non-Indigenous students at risk of…

In recent years, the response to intervention (RTI) model has not only gained popularity as an alternate approach to identifying students with learning disabilities but also offered general education teachers a framework for problem solving at the classroom level. The model emphasizes ongoing progress monitoring of student performance to make…

A social and academic change program was designed for an 11-year-old educable mentally retarded female with Downs Syndrome. Noncompliant behavior was modified through systematic and consecutive manipulations of two reinforcement systems. Responding to teacher requests within 5 seconds was reinforced within the context of math instruction in order…

School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic…

This case study describes a 7-year-old boy with severe emotional difficulties but also capable of demonstrating highly gifted behavior. The study involved a review of related literature, and participant and non-participant observation as well as teacher and subject interviews. The case is described in terms of family background, previous school…

This book is organized around several themes, namely: the changing context for the professional practice of school psychology; classroom- and school-based prevention and intervention programs; and professional training issues specific to intervention-oriented school psychology. The first three chapters address numerous reform and restructuring…

This study examined relationships among eight teacher-reported problem behavior syndromes and standardized measures of academic achievement among 58 adolescents in an alternative school. Analysis suggested association between attention problems and academic achievement was primarily due to inattention component of the syndrome rather than the…

Schools can be the optimal place for the coordination of the efforts of educators, families and mental health professionals to ensure that every child learns in a safe, healthy and supportive environment. Mental health services are an important resource that schools provide to help students benefit from education. By removing social/emotional…

Addresses the problems of the slow learner, the student who does not achieve at the higher levels of the class. Discusses reasons for student failures. Suggests that all students are talented, so teachers must find ways to bring out the best in each child. (SG)

Research supports the notion that substitute teachers generally are ineffective. This study examines whether trained substitutes can be as effective as assigned teachers in teaching students with behavior disorders. Findings showed that substitutes with intensive inservice training in behavior management were equally effective for one-day…