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Initial and Over-Time Effects of Fluency Interventions for Students with or at Risk for Disabilities
Peer reviewed
Direct linkMorgan, Paul L.; Sideridis, Georgios; Hua, Youjia – Journal of Special Education, 2012
The authors sought to (a) identify interventions that immediately increased the oral reading fluency of students with or at risk for disabilities, (b) estimate to what extent these gains maintained over time, and (c) evaluate whether particular characteristics of students (e.g., gender, disability status) predicted their response to fluency…
Descriptors: Reading Fluency, Visual Impairments, Learning Disabilities, Behavior Disorders
Hill, Kendra A. – ProQuest LLC, 2011
This exploratory study examined the relationships between five predictor variables identified by the literature (age, years of special education teaching experience, level of emotional behavioral disorders (EBD) preparation, principal support, and principal feedback) and two higher order terms (age and years of special education teaching…
Descriptors: Feedback (Response), Fatigue (Biology), Day Schools, Teacher Burnout
Download full textNational Dissemination Center for Children with Disabilities, 2010
The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. "Umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness are used to refer to mental…
Descriptors: Emotional Disturbances, Definitions, Clinical Diagnosis, Children
Marchant, Michelle; Christensen, Lynnette; Womack, Sue; Conley, Laura; Fisher, Adam – Education Research and Perspectives, 2010
This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building…
Descriptors: Discipline, Behavior Disorders, Professional Development, Educational Practices
Dunlap, Glen; Carr, Edward G.; Horner, Robert H.; Koegel, Robert L.; Sailor, Wayne; Clarke, Shelley; Koegel, Lynn Kern; Albin, Richard W.; Vaughn, Bobbie J.; McLaughlin, Darlene Magito; James, Kim Mullen; Todd, Anne W.; Newton, J. Stephen; Lucyshyn, Joseph; Griggs, Peter; Bohanon, Hank; Choi, Jeong Hoon; Vismara, Laurie; Minjarez, Mendy Boettcher; Buschbacher, Pamelazita; Fox, Lise – Behavioral Disorders, 2010
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive…
Descriptors: Intervention, Quality of Life, Behavior Modification, Rating Scales
Servera, Mateu; Lorenzo-Seva, Urbano; Cardo, Esther; Rodriguez-Fornells, Antoni; Burns, G. Leonard – Journal of Clinical Child and Adolescent Psychology, 2010
Confirmatory factor analysis was used to model a multitrait (attention deficit hyperactivity disorder [ADHD]-inattention, ADHD-hyperactivity/impulsivity, oppositional defiant disorder [ODD]) by multisource (mothers, fathers, and teachers) matrix to determine the convergent and discriminant validity of ratings by mothers, fathers, and teachers.…
Descriptors: Elementary School Students, Mothers, Attention Deficit Hyperactivity Disorder, Behavior Disorders
Jackson, Emily; Whitehead, Juliet; Wigford, Angie – Educational Psychology in Practice, 2010
Poor outcomes for Looked After Children (LAC) in relation to non-LAC have been well established by research. However, a small minority of LAC do achieve positive outcomes despite having experienced a number of risk factors. It is the process of resilience which is thought to enable individuals to experience positive outcomes. This study focused on…
Descriptors: Academic Achievement, Achievement Tests, Risk, Emotional Disturbances
Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Lambert, E. Warren; Crnobori, Mary; Bruhn, Allison Leigh – Journal of Emotional and Behavioral Disorders, 2010
In this article, the authors examine the psychometric properties of the Student Risk Screening Scale (SRSS), including evaluating the concurrent validity of the SRSS to predict results from the Systematic Screening for Behavior Disorders (SSBD) when used to detect school children with externalizing or internalizing behavior concerns at three…
Descriptors: Student Behavior, Behavior Disorders, Psychometrics, Test Validity
Kokkinos, Constantinos M.; Charalambous, Kyriakos; Davazoglou, Aggeliki – Social Psychology of Education: An International Journal, 2010
The present study investigates the association between students' Eysenckian personality traits and their perceptions of teacher interpersonal behavior. A sample of 273 Cypriot public primary school fifth and sixth graders, as well as their teachers participated in the study. Students completed a three-part self-report questionnaire of: (a) a…
Descriptors: Personality Traits, Student Attitudes, Academic Achievement, Questionnaires
Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals
Bianco, Margarita; Leech, Nancy L. – Teacher Education and Special Education, 2010
The goal of this mixed methods study was to explore differences among teachers (n = 52 special education teachers, n = 195 general education teachers, and n = 30 gifted education teachers) on their perceptions of students with disabilities and their willingness to refer them to a gifted and talented program. In this follow-up to an earlier work,…
Descriptors: Academically Gifted, Special Education Teachers, Teacher Attitudes, Attitudes toward Disabilities
de Moura, Marcela Alves; Burns, G. Leonard – Journal of Child Psychology and Psychiatry, 2010
Background: Confirmatory factor analysis (CFA) was used to determine if oppositional defiant behavior (ODB) toward adults and oppositional defiant behavior toward other children were constructs distinct from each other as well as from attention-deficit/hyperactivity disorder-hyperactivity/impulsivity (ADHD-HI), attention-deficit/hyperactivity…
Descriptors: Mothers, Hyperactivity, Attention Deficit Disorders, Validity
Developing a Brief Cross-Culturally Validated Screening Tool for Externalizing Disorders in Children
Zwirs, Barbara W. C.; Burger, Huibert; Schulpen, Tom W. J.; Buitelaar, Jan K. – Journal of the American Academy of Child & Adolescent Psychiatry, 2008
The study aims at developing and validating a brief, easy-to-use screening instrument for teachers to predict externalizing disorders in children and recommending them for timely referral. The scores are compared between Dutch and non-Dutch immigrant children and a significant amount of cases for externalizing disorders were identified but sex and…
Descriptors: Screening Tests, Test Validity, Test Construction, Children
Sikora, Darryn M.; Hartley, Sigan L.; McCoy, Robin; Gerrard-Morris, Aimee E.; Dill, Kameron – Research in Autism Spectrum Disorders, 2008
Over the past few decades, the reported number of children identified as having one of the Autism Spectrum Disorders (ASD) has increased exponentially. One proposed reason for the dramatic increase in the prevalence of ASD is diagnostic substitution, whereby children with other disorders incorrectly receive a diagnosis of ASD. Little research has…
Descriptors: Incidence, Autism, Clinical Diagnosis, Misconceptions
Bakker, Gary M. – Clinical Psychologist, 2008
The cognitive behaviour therapy (CBT) emphasis on treatment relevance in assessment, and on evidence-based intervention, has led to an increasing focus on problem maintenance factors (vs. precipitants) in both its models of psychopathology and in its individual case formulations. This article describes the reasons for this growing focus, and…
Descriptors: Psychopathology, Cognitive Restructuring, Therapy, Behavior Disorders
Goldfine, Matthew E.; Wagner, Stephanie M.; Branstetter, Steven A.; McNeil, Cheryl B. – Journal of Early and Intensive Behavior Intervention, 2008
An empirically supported treatment for children with disruptive behavior disorders, Parent-Child Interaction Therapy (PCIT), has received increased interest from policymakers and mental health administrators regarding its cost-effectiveness (i.e., ratio of treatment costs to behavior gains). This paper examines the projected costs and treatment…
Descriptors: Parent Child Relationship, Cost Effectiveness, Therapy, Child Behavior
