This program model describes the phases of planning, implementing, and evaluating a program designed for Tennessee public schools to manage student behavior in at-risk populations. This program model employs a hybrid asset-based community development, logic, and interactive model to implement interventions based on the principles of applied…

There are a variety of skills that are not directly taught in schools yet serve as protective factors for academic success (i.e., self-efficacy, social, skills; emotional well-being; Graziano et al (Journal of School Psychology 45 3-19 2007); Minnard (Children and Schools 24(4) 233-246 2002). An intervention strategy for promoting such protective…

This study is a mixed method case study using a qualitative and quantitative study structure. The intent of this study was to measure the impact of neuroscience or brain based social-emotional (SEL) skills and strategies on students who have been identified with disruptive behavior and/or trauma. The impact is evaluated through the Collaborative…

Anger and aggressive behaviour are part of everyday school-life and have been reported to be negatively associated with student well-being and academic performance. School-based interventions, developed to target anger and aggressive behaviour, are scarce. One such Danish intervention, the so-called Mini-Diamond, has been developed and implemented…

Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…

Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…

The results of previous research on the "Language for Learning" programme suggest that it produces positive effects on the intellectual, language, and social skills of young children with and without disabilities [Benner, G. J., Trout, A., Nordness, P. N., Nelson, J. R., Knobel, M. L., Epstein, A.,…Epstein, M. H. (2002). "The…

This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects…

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…

The University of California, San Francisco's Healthy Environments and Response to Trauma in Schools (HEARTS) Program promotes school success for trauma-impacted students through a whole-school approach utilizing the response to intervention multi-tiered framework. Tier 1 involves school-wide universal supports to change school cultures into…

The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of…

This study was conducted with the ultimate long-range goal to ameliorate significant behavior problems in students with disabilities and improve academic outcomes. The outcome of this specific project included tools and strategies based on evidence-based practices for improving the behavioral, emotional, and academic performance of students with…

Students learn or progress at their own paces. Each needs different amounts of support, at different points in a school career and at different times of the school year. Some need very little help to stay on track, while others are facing serious challenges in learning, in their behavior, or at home, and need significant interventions. It would…

Suspension centres are a government initiative to help address disruptive student beahviour in NSW government schools. The centres are for students on long suspension from school and have not been formally evaluated. Stakeholders were asked their opinions regarding: what are the best things happening with suspension centres or what should be…

Preschool parent interventions may produce downstream benefits if initial intervention gains are sustained and improve later socialization experiences. This study explored associations between initial effects of the REDI (Research-based Developmentally Informed) Parent program and later benefits. A randomized trial involving 200 Head Start…