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Full-Text Articles in Education
Enhancing Language Learning Opportunities In Family Contexts For Young Learners With Or At Risk For Communicative Developmental Delay: An Initial Investigation, Juli Lull Pool, Deborah Russell Carter, Jack J. Hourcade
Enhancing Language Learning Opportunities In Family Contexts For Young Learners With Or At Risk For Communicative Developmental Delay: An Initial Investigation, Juli Lull Pool, Deborah Russell Carter, Jack J. Hourcade
Juli Lull Pool
Though the early years of life are critical for any child, this period may be especially crucial for young children who are at risk for or presently evidencing developmental delays. Bruder (2001) offered several rationales for the provision of early intervention. First, the earlier that children with such issues are identified and provided services, the greater the likelihood that the child will benefit. Early intervention services can reduce or eliminate developmental delays, moving children out of a risk category (e.g., from “Delayed” to “Typically developing”) (Glascoe, 2005). In addition to these immediate effects, early intervention can have a significant impact …
The Use And Effectiveness Of A Targeted Math Intervention For Third Graders, Juli Pool, Gabriel Carter, Evelyn Johnson, Deborah Carter
The Use And Effectiveness Of A Targeted Math Intervention For Third Graders, Juli Pool, Gabriel Carter, Evelyn Johnson, Deborah Carter
Juli Lull Pool
Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming better understood, the practice of designing and implementing an effective Tier 2 math intervention system challenges many schools. This article documents a case study of one school’s experience in designing a Tier 2 math intervention system for 10 third graders to provide a model of effective …
Systematic Implementation Of A Tier 2 Behavior Intervention, Deborah Carter, Gabriel Carter, Evelyn Johnson, Juli Pool
Systematic Implementation Of A Tier 2 Behavior Intervention, Deborah Carter, Gabriel Carter, Evelyn Johnson, Juli Pool
Juli Lull Pool
Schools are increasingly adopting tiered models of prevention to meet the needs of diverse populations of students. This article outlines the steps involved in designing and implementing a systematic Tier 2 behavior intervention within a tiered service delivery model. An elementary school example is provided to outline the identification, implementation, and data-based decision-making process. Recommendations are provided for teachers related to supporting the effective and systematic implementation of Tier 2 behavior supports.
Tier 2 Team Processes And Decision-Making In A Comprehensive Three-Tiered Model, Juli Pool, Deborah Carter, Evelyn Johnson
Tier 2 Team Processes And Decision-Making In A Comprehensive Three-Tiered Model, Juli Pool, Deborah Carter, Evelyn Johnson
Juli Lull Pool
Three-tiered models of academic and behavioral support are being increasingly adopted across the nation, and with that adoption has come an increasing message that designing and implementing effective practices alone is not enough. Systems are needed to help staff to collectively implement best practices. These systems, as well as effective processes for collecting and using data for decision-making, are necessary at each tier. This article outlines the systems considerations and decision-making processes for Tier 2 adopted by one elementary school in the implementation of a combined response to intervention (RTI) and school-wide positive behavior support (SWPBS) model.
Self-Regulated Strategy Development As A Tier 2 Writing Intervention, Evelyn Johnson, Christine Hancock, Deborah Carter, Juli Pool
Self-Regulated Strategy Development As A Tier 2 Writing Intervention, Evelyn Johnson, Christine Hancock, Deborah Carter, Juli Pool
Juli Lull Pool
In a response to intervention framework, the implication of limited writing instruction suggests an immediate need for Tier 2 interventions to support struggling writers while at the same time addressing instructional gaps in Tier 1. Many schools struggle with implementing writing intervention, partly because of the limited number of evidence-based writing instructional approaches. This article documents one school’s journey through the process of identifying, implementing, and evaluating outcomes of a Tier 2 writing intervention using self-regulated strategy development (SRSD).