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Behavior-Specific Praise: Empowering Teachers and Families to Support Students in Varied Learning Contexts
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Pérez, Paloma; Gil, Haley; Artola, Arabiye; Royer, David James; Lane, Kathleen Lynne – Preventing School Failure, 2023
In this article, we introduce behavior-specific praise as a portable, feasible strategy for teachers and families to increase student engagement as well as to decrease off-task and disruptive behaviors in a variety of environments. We provide step-by-step guidance to illustrate how behavior-specific praise can be used by teachers during in-person…
Descriptors: Positive Reinforcement, Student Behavior, Behavior Modification, Behavior Problems
Active Supervision: Empowering Teachers and Families to Support Students in Varied Learning Contexts
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Austin, Katherine S.; Allen, Grant Edmund; Brunsting, Nelson C.; Common, Eric Alan; Lane, Kathleen Lynne – Preventing School Failure, 2023
In this article, we introduce active supervision as a simple, feasible strategy for teachers and families to increase student engagement as well as decrease off-task and disruptive behaviors across a range of contexts. We provide step-by-step guidance to illustrate how active supervision can be used by teachers in in-person and virtual learning…
Descriptors: Supervision, Teacher Student Relationship, Educational Strategies, Learner Engagement
Empowering Teachers with Low-Intensity Strategies to Support Instruction: Self-Monitoring in an Elementary Resource Classroom
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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
Developing the Capacity to Implement Tier 2 and Tier 3 Supports: How Do We Support Our Faculty and Staff in Preparing for Sustainability?
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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
Primary Prevention Efforts: How Do We Implement and Monitor the Tier 1 Component of Our Comprehensive, Integrated, Three-Tiered (CI3T) Model?
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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
Teacher Perceptions of the Prereferral Intervention Process: A Call for Assistance with School-Based Interventions.
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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
Designing, Implementing, and Evaluating Social Skills Interventions for Elementary Students: Step-by-Step Procedures Based on Actual School-Based Investigations
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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