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Full-Text Articles in Education
The Effects Of Self-Regulated Strategy Development On Students With Emotional/Behavioral Disorders: A Literature Review, Danika Lang
The Nebraska Educator: A Student-Led Journal
Students identified with or at risk for emotional/behavioral disorders (EBD) face a number of challenges, both academic and behavioral (Trout et al., 2003). Individuals in this disability category especially struggle due to their challenges with self-regulation skills. These difficulties make it strenuous for students with EBD to regulate their thoughts, feelings, actions, and environments that may serve as distractions when attempting to attend to key learning tasks, including written expression. Self-regulated strategy development (SRSD) is a general framework of intervention designed to guide students through the complex process of writing while embedding necessary strategy instruction in self-monitoring, self-instruction, goal setting, …
Empower: An Adaptable Writing Intervention, Carly Dinnes
Empower: An Adaptable Writing Intervention, Carly Dinnes
The Nebraska Educator: A Student-Led Journal
EmPOWER is a six-stage writing intervention designed by speech-language pathologists to improve the expository writings of school-aged children with language learning and executive function disabilities. The intervention uses scaffolded instruction to transform struggling students into independent and self-regulating writers by training the students to use a variety of supports (e.g., graphic organizers, checklists) and strategies (e.g., referring back to the writing prompt) throughout the writing process. Many key features of the EmPOWER approach to writing instruction directly support components described in cognitive models of writing, which indicates that EmPOWER is a theory-guided writing intervention that may benefit a wide range …
Bullying Prevention In Schoolwide Positive Behavior Supports: A Review Of The Literature, Allen Garcia, Regina M. Oliver
Bullying Prevention In Schoolwide Positive Behavior Supports: A Review Of The Literature, Allen Garcia, Regina M. Oliver
The Nebraska Educator: A Student-Led Journal
The literature has suggested that problem behavior in the schools is an ongoing problem (Sugai et. al., 2000). This is a major concern for schools that want to provide a safe learning environment that promotes positive behaviors and academic learning. Such problem requires a systematic response, thus, School-Wide Positive Behavioral Interventions and Supports (SWPBIS) was created to target and prevent problem behaviors. Another form of problem behaviors in schools is bullying, and within the framework of SW-PBIS, there is limited research on targeting bullying. The current review examines and evaluates current research of SW-PBIS, and it’s application to bullying. Searches …