Public School Services for Behaviorally Disordered Students: Program Practices in the 1980s

Grosenick, Judith K.; George, Nancy L.; George, Michael P.; Lewis, Timothy J.

doi:10.1177/019874299101600207

Cited by 28 publications

(7 citation statements)

References 8 publications

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“…In an earlier survey, we found that teachers of students with emotional and behavioral disorders were primarily responsible for developing and implementing nearly all aspects of the education program, including a suitable academic curriculum (Grosenick, George, George, & Lewis, 1991). Given the wide range of teachers' classroom responsibilities, we asked them to rate on a Likert scale the adequacy of time available for (a) developing curricula and (b) completing other forms of paperwork.…”

Section: Other Issues Discriminating Potential Leavers From Stayersmentioning

confidence: 99%

To Leave or to Stay?

George¹,

George²,

Gersten

et al. 1995

Remedial and Special Education

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In this investigation we examined the career intentions of 96 teachers of students with emotional and behavioral disorders. results indicated that 36.5% of the sample planned to leave the field during the upcoming year, and 10.4% were unsure about their future career plans. we found that “potential leavers” were not distinguished from “stayers” by personal characteristics such as experience, training, or competency, but by variables related to the organizational structure of the school setting, such as the type of service delivery model in which they worked, the adequacy of support, and the time available for developing curricula and completing paperwork. we discuss these findings in light of recent literature that has linked teacher motivation and commitment to the working conditions in today's schools.

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Section: Other Issues Discriminating Potential Leavers From Stayersmentioning

confidence: 99%

To Leave or to Stay?

George¹,

George²,

Gersten

et al. 1995

Remedial and Special Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Often, these behaviors are resistant to conventional methods of classroom management. When traditional strategies prove to be ineffective, it is common for schools to either apply more severe disciplinary procedures or place students in increasingly restrictive school programs (Grosenick, George, George, & Lewis, 1991). These alternatives, however, are This investigation was supported by Field-Initiated Research Grant H023C1012 from the U.S. Department of Education (Office ofSpecial Education Programs).…”

mentioning

confidence: 99%

Using Assessment‐based Curricular Intervention to Improve the Classroom Behavior of a Student With Emotional and Behavioral Challenges

Kern

Childs

Dunlap

et al. 1994

J of App Behav Analysis

223

156

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We evaluated a process of descriptive assessment, functional assessment, and assessment-based intervention with an elementary-school child who was described as having emotional and behavioral challenges, but who also exhibited above-average intelligence and communication skills. During a hypothesis-development phase, information was gathered from several sources induding an interview that was conducted directly with the participant. Descriptive information collected during this phase produced five hypotheses about variables maintaining the problem behavior that were then tested experimentally in the dassroom environment. The resulting functional assessment data supported the hypotheses. Intervention packages based on the hypotheses were implemented sequentially across English, spelling, and math dasses. The interventions were successful in increasing on-task behavior, and the improvements were maintained for the remainder of the school year.DESCRIPTORS: dassroom behavior, curriculum design, emotional and behavior disorders, functional analysis Educators and other school personnel are sometimes challenged by students who exhibit behavioral difficulties that are incompatible with the ongoing activities and structure of a school setting. Often, these behaviors are resistant to conventional methods of classroom management. When traditional strategies prove to be ineffective, it is common for schools to either apply more severe disciplinary procedures or place students in increasingly restrictive school programs

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“…Typical practice in schools for the 1-5% of students with the most complex emotional and behavioral needs is to move them to highly restrictive segregated settings with little interaction with the environments and instruction recommended for improved functioning (Grosenick et al 1991). Striving to move from this "identify and place" mentality to an intervention culture, SWPBS uses a public health multi-tiered model to conceptualize a school-wide prevention focus for all students (Kutash et al 2006).…”

Section: Multi-tiered Systems Of Support In Schoolsmentioning

confidence: 99%

Integrating Wraparound into a Schoolwide System of Positive Behavior Supports

Eber¹,

Hyde²,

Suter

2010

J Child Fam Stud

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We describe the structure for implementation of the wraparound process within a multi-tiered system of school wide positive behavior support (SWPBS) to address the needs of the 1-5% of students with complex emotional/ behavioral challenges. The installation of prerequisite system features that, based on a 3 year demonstration process, we consider critical to full operation of the Tier 3 wraparound intervention within a system of SWPBS is also described. We include examples of system implementation benchmarks that occur concurrently with student outcome data and are logically linked to full operation and sustainability of wraparound implementation. Challenges surrounding implementation and proposed advancements are also discussed.

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Public School Services for Behaviorally Disordered Students: Program Practices in the 1980s

Cited by 28 publications

References 8 publications

To Leave or to Stay?

To Leave or to Stay?

Using Assessment‐based Curricular Intervention to Improve the Classroom Behavior of a Student With Emotional and Behavioral Challenges

Integrating Wraparound into a Schoolwide System of Positive Behavior Supports

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