21 Slices
Medium 9781475824506

IMPLEMENTATION GUIDELINES

Journal of Evidence-Based Practices for Rowman & Littlefield Publishers ePub

The Effects of Group Contingencies With Randomized Components on the Homework Accuracy of an 11th- and 12th-Grade Science Class

Paula Ferneza
Michael Jabot
Larry Maheady

The mystery motivator game—a combination of interdependent and dependent group contingencies and unknown rewards—can improve a variety of academic, behavioral, and interpersonal outcomes in schools. In addition, the intervention can be used in elementary or secondary schools and with students at differing ability levels, including those with special needs. The mystery motivator game is also appropriate for general and special education classrooms and can be adapted easily to existing classroom management structures.

Almost any academic, social, or interpersonal behavior can be targeted for intervention. It is recommended, however, that practitioners focus on increasing appropriate rather than decreasing inappropriate behaviors. Appropriate behaviors might include increased academic productivity (e.g., in-class or homework assignment completion and accuracy), following classroom rules (e.g., raise hands before speaking, use inside voices when talking with others, and keep hands and feet to yourself), more active engagement in class, and improved interpersonal behavior (e.g., using positive statements when addressing others, sharing materials and space, and providing assistance to peers). While group contingencies and mystery motivators can be used to reduce disruptive and aggressive behaviors, it is always important to provide students with appropriate replacement behaviors.

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Medium 9781475824506

IMPLEMENTATION GUIDELINES

Journal of Evidence-Based Practices for Rowman & Littlefield Publishers ePub

A Caregiver-Directed Intervention Designed to Promote Early Literacy Skills in Preschool Children

Ashley N. Sundman-Wheat
Kathy L. Bradley-Klug
Julia A. Ogg

TARGET GROUP

The intervention is designed for caregivers to use with young children transitioning into kindergarten for the next school year.

TARGET SETTING

The intervention program can be implemented by caregivers in their home. Minimal contact with a professional for supervision of the intervention is necessary, other than initial training on how to complete lessons and weekly reminders via phone.

TARGET SKILLS

The focus of this intervention program is to assist caregivers in developing two key early literacy skills within their children: alphabetic knowledge and phonological awareness. These skills are moderate predictors of later reading skill mastery (National Early Literacy Panel, 2008).

THE INTERVENTION

This early literacy intervention was created by combining two interventions within the research literature. The two interventions are scripted into 27 lesson plans for caregivers to follow. Each lesson is divided into three sections: (1) teaching one new letter through a mnemonic device, (2) reviewing the three letters from the previous three sessions, and (3) teaching word onset identification through a three-stage process. To teach new letters, an intervention strategy from Raschke, Alper, and Eggers (1999) is used, which entails the use of mnemonics. The intervention involves teaching a short sentence that has the letter name embedded within it, paired with a letter name and an image. For example, a picture of an escalator is paired with the upper and lowercase versions of s and the sentence “Escalators are moving stairs.” Parents emphasize the sound of the letter name when saying the sentence aloud (“es calators”). Children repeat the sentence and the name of the letter. Prompts are gradually faded until no more are needed (e.g., whispering the sentence, removing the picture and saying the phrase and letter). Finally, three letters from the previous lessons are reviewed by showing the letter and picture cards together and asking the child to state the sentence and letter name.

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Medium 9781475824469

Effects of Strong Kids Curriculum on Students With Internalizing Behaviors: A Pilot Study

Journal of Evidence-Based Practices for Rowman & Littlefield Publishers ePub

Michelle Marchant
Marenda Brown
Paul Caldarella
Ellie Young

ABSTRACT: Limited research has been conducted in school settings concerning students who demonstrate internalizing symptoms. To respond to the needs of such students, the Strong Kids social and emotional learning curriculum was implemented in three elementary schools to modify the social–emotional symptoms competence of 22 students in third, fourth, and fifth grades who were identified as at risk for internalizing disorders. The effects of this treatment were evaluated by pretest, posttest, and follow-up assessments measuring the students’ internalizing behaviors and their knowledge of emotional and social skills. Participants’ perceptions of the Strong Kids curriculum were also measured. Results indicate a statistically significant decrease in internalizing symptoms, a statistically significant increase in students’ skill knowledge, and a range of perceptions about the curriculum.

The primary purpose of schools is to assist students in their learning endeavors. Because of the interconnection between social–emotional and academic outcomes (McLeod & Kaiser; 2004; H. M. Walker, Ramsey, & Gresham, 2004), children who do not develop social and emotional skills are likely to experience lower levels of peer acceptance, self-esteem, and self-confidence and have fewer successful academic skills (Benner, Beaudoin, Kinder, & Mooney, 2005; DiPerna, 2006; Merrell & Walters, 1998; Wichmann, Coplan, & Daniels, 2004). Developing appropriate social and emotional skills is important for all children and youth—especially, those identified with or at risk for emotional or behavior disorders (Merrell & Walters, 1998; H. M. Walker et al., 2004).

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Medium 9781475824469

IMPLEMENTATION GUIDELINES: INTERNALIZING BEHAVIOR PROBLEMS: STRONG KIDS CURRICULUM RESPONDS TO THE HIDDEN CHALLENGE

Journal of Evidence-Based Practices for Rowman & Littlefield Publishers ePub

Internalizing Behavior Problems: Strong Kids Curriculum Responds to the Hidden Challenge

Michelle Marchant
Marenda Brown
Paul Caldarella
Ellie Young

Educators assume a role in helping all children and youth develop appropriate social and emotional skills—especially, those who have significant emotional or behavioral problems. Approximately 20% of children and youth experience mental health challenges, the most common being anxiety, followed by social withdrawal and mood problems, all of which are internalizing behaviors.

The Strong Kids curriculum is designed for teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of students in Grades 4 to 6, including those with internalizing behavior problems. This curriculum consists of 12 partially scripted and highly structured lessons, similar in format and style, each lasting approximately 45 to 50 minutes; these lessons may be used with high-functioning, typical, at-risk, or emotionally– behaviorally disordered students. The following guidelines explain the framework and steps that can be adopted by schools for selecting students, training educators, implementing the curriculum, and evaluating the outcomes within the school context.

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Medium 9781475824506

IMPLEMENTATION GUIDELINES

Journal of Evidence-Based Practices for Rowman & Littlefield Publishers ePub

Developing and Implementing Social Story Interventions

Stephen D. A. Hupp
Amanda K. Stary
Gregory E. Everett

In the peer-reviewed research, Social Stories have been used present social information to children and adolescents with autism spectrum disorders between the ages of 3 to 15 years old. According to Carol Gray (2000), the developer of Social Stories, they “are often written in response to a troubling situation, in an effort to provide a person with [autism spectrum disorder] with the social information he may be lacking” (p. 13-1). Gray also adds that “Social Stories have another purpose that is equally important and frequently overlooked: acknowledging achievement” (p. 13-2). Because no research has been done on using Social Stories to acknowledge achievement, these guidelines focus on writing Social Stories designed for the purpose of conveying information about social skills or disruptive behavior.

Gray’s The New Social Story Book was published in 2000, and it provides guidelines for writing Social Stories. Because the Social Stories used in the research literature were primarily based on Gray’s guidelines, these will be the guidelines presented here. Gray published a revised version of these guidelines in the 2010 version of the book; however, there are no significant changes other than their organization. Either edition of the book is useful. Throughout her guidelines, Gray emphasizes that Social Stories should be written in a patient and reassuring tone. Thus, while behavior change is often a secondary goal, the primary goal is to simply convey information to the child or adolescent.

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