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University of Nebraska at Omaha
Educational Leadership Faculty Publications
Junior High, Intermediate, Middle School Education and Teaching
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- 8th Grade (1)
- Academic Improvement (1)
- Administrative Visibility and Support (1)
- Attendance (1)
- Behavioral Disorders (1)
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- Behavioral Improvement (1)
- Behavioral Intervention (1)
- Below Grade Level Reading Scores (1)
- Communication skills (1)
- Disruptive Behavior (1)
- Economic Diversity (1)
- Emotional Disorders (1)
- High School Students (1)
- Intervention (1)
- Metropolitan School (1)
- Middle School Students (1)
- Middle-School (1)
- Midwestern School District (1)
- Omaha Public Schools (1)
- Principal Led Intervention (1)
- Racial Diversity (1)
- Social Skills Instruction (1)
- Verbally Disruptive Behavior (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Principal Led In-Class Positive Behavioral Support Intervention, David Lavender, John W. Hill
Principal Led In-Class Positive Behavioral Support Intervention, David Lavender, John W. Hill
Educational Leadership Faculty Publications
Results of this one-year study supported the use of an in-class behavioral intervention program that allowed 8th-grade students to reclaim themselves after verbally disruptive behavioral incidences with direct principal led administrator assistance resulting in student return to differentiated individualized instructional classroom activities. Students involved in a second verbally disruptive incident in the classroom were identified for intervention. Academic and behavioral improvement noted for verbally disruptive students with co-occurring below grade level reading test scores (n = 23) and verbally disruptive students with grade level reading scores (n = 12) suggests continued use of this intervention. All participants were in attendance …
Emotional/Behavioral Disorders: A Retrospective Examination Of Social Skills, Linguistics, And Student Outcomes, John W. Hill, Kathy L. Coufal
Emotional/Behavioral Disorders: A Retrospective Examination Of Social Skills, Linguistics, And Student Outcomes, John W. Hill, Kathy L. Coufal
Educational Leadership Faculty Publications
A language-based social skills instruction intervention used to prepare middle and high school students with emotional/behavioral disorders for return to less restrictive public school placements was evaluated. The daily 50-minute intervention focused on repetitive readings, recitations, and role-playing of skill step procedures until students achieved mastery on each required task in five broad dimensions: peer relations, self-management, academic, compliance, and assertion. The students were divided into three groups according to the length of intervention (under 2 years, 2 to 3 years, and more than 3 years). Dependent t tests were used to test the effects of prolonged intervention on past …