The Experts below are selected from a list of 131712 Experts worldwide ranked by ideXlab platform
Deloris Vaughn - One of the best experts on this subject based on the ideXlab platform.
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The School and Community Study: Characteristics of Students Who Have Emotional and Behavioral Disabilities Served in Restructuring Public Schools
Journal of Child and Family Studies, 2000Co-Authors: Krista Kutash, Albert J. Duchnowski, Vestena Robbins, Pamela K. Calvanese, Brian Oliveira, Marsha Black, Deloris VaughnAbstract:We present selected initial results from a study investigating the effects of school restructuring and reform activities on outcomes for students who are identified as having serious emotional and behavioral disabilities. A review of the literature revealed six key areas of reform for investigation: accountability, governance, parent involvement, “includedness,” curriculum and instruction, and pro-Social Discipline. Ten schools (five elementary, two K-8, one middle, and two high schools) actively engaged in school restructuring and reform efforts were selected to participate in the study, and their status related to these six areas is presented. Characteristics of the students identified as having emotional and behavioral disabilities and served in these schools in special education settings ( N = 116) are described. Results from the administration of standardized assessments revealed that these students have significant levels of emotional and behavioral disabilities that impair their functioning at school and at home. Further, school staff are providing the majority of counseling services to these students during the school day, with non-school professionals providing services to 25% of the students.
Krista Kutash - One of the best experts on this subject based on the ideXlab platform.
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The School and Community Study: Characteristics of Students Who Have Emotional and Behavioral Disabilities Served in Restructuring Public Schools
Journal of Child and Family Studies, 2000Co-Authors: Krista Kutash, Albert J. Duchnowski, Vestena Robbins, Pamela K. Calvanese, Brian Oliveira, Marsha Black, Deloris VaughnAbstract:We present selected initial results from a study investigating the effects of school restructuring and reform activities on outcomes for students who are identified as having serious emotional and behavioral disabilities. A review of the literature revealed six key areas of reform for investigation: accountability, governance, parent involvement, “includedness,” curriculum and instruction, and pro-Social Discipline. Ten schools (five elementary, two K-8, one middle, and two high schools) actively engaged in school restructuring and reform efforts were selected to participate in the study, and their status related to these six areas is presented. Characteristics of the students identified as having emotional and behavioral disabilities and served in these schools in special education settings ( N = 116) are described. Results from the administration of standardized assessments revealed that these students have significant levels of emotional and behavioral disabilities that impair their functioning at school and at home. Further, school staff are providing the majority of counseling services to these students during the school day, with non-school professionals providing services to 25% of the students.
Pamela K. Calvanese - One of the best experts on this subject based on the ideXlab platform.
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The School and Community Study: Characteristics of Students Who Have Emotional and Behavioral Disabilities Served in Restructuring Public Schools
Journal of Child and Family Studies, 2000Co-Authors: Krista Kutash, Albert J. Duchnowski, Vestena Robbins, Pamela K. Calvanese, Brian Oliveira, Marsha Black, Deloris VaughnAbstract:We present selected initial results from a study investigating the effects of school restructuring and reform activities on outcomes for students who are identified as having serious emotional and behavioral disabilities. A review of the literature revealed six key areas of reform for investigation: accountability, governance, parent involvement, “includedness,” curriculum and instruction, and pro-Social Discipline. Ten schools (five elementary, two K-8, one middle, and two high schools) actively engaged in school restructuring and reform efforts were selected to participate in the study, and their status related to these six areas is presented. Characteristics of the students identified as having emotional and behavioral disabilities and served in these schools in special education settings ( N = 116) are described. Results from the administration of standardized assessments revealed that these students have significant levels of emotional and behavioral disabilities that impair their functioning at school and at home. Further, school staff are providing the majority of counseling services to these students during the school day, with non-school professionals providing services to 25% of the students.
Marsha Black - One of the best experts on this subject based on the ideXlab platform.
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The School and Community Study: Characteristics of Students Who Have Emotional and Behavioral Disabilities Served in Restructuring Public Schools
Journal of Child and Family Studies, 2000Co-Authors: Krista Kutash, Albert J. Duchnowski, Vestena Robbins, Pamela K. Calvanese, Brian Oliveira, Marsha Black, Deloris VaughnAbstract:We present selected initial results from a study investigating the effects of school restructuring and reform activities on outcomes for students who are identified as having serious emotional and behavioral disabilities. A review of the literature revealed six key areas of reform for investigation: accountability, governance, parent involvement, “includedness,” curriculum and instruction, and pro-Social Discipline. Ten schools (five elementary, two K-8, one middle, and two high schools) actively engaged in school restructuring and reform efforts were selected to participate in the study, and their status related to these six areas is presented. Characteristics of the students identified as having emotional and behavioral disabilities and served in these schools in special education settings ( N = 116) are described. Results from the administration of standardized assessments revealed that these students have significant levels of emotional and behavioral disabilities that impair their functioning at school and at home. Further, school staff are providing the majority of counseling services to these students during the school day, with non-school professionals providing services to 25% of the students.
Brian Oliveira - One of the best experts on this subject based on the ideXlab platform.
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The School and Community Study: Characteristics of Students Who Have Emotional and Behavioral Disabilities Served in Restructuring Public Schools
Journal of Child and Family Studies, 2000Co-Authors: Krista Kutash, Albert J. Duchnowski, Vestena Robbins, Pamela K. Calvanese, Brian Oliveira, Marsha Black, Deloris VaughnAbstract:We present selected initial results from a study investigating the effects of school restructuring and reform activities on outcomes for students who are identified as having serious emotional and behavioral disabilities. A review of the literature revealed six key areas of reform for investigation: accountability, governance, parent involvement, “includedness,” curriculum and instruction, and pro-Social Discipline. Ten schools (five elementary, two K-8, one middle, and two high schools) actively engaged in school restructuring and reform efforts were selected to participate in the study, and their status related to these six areas is presented. Characteristics of the students identified as having emotional and behavioral disabilities and served in these schools in special education settings ( N = 116) are described. Results from the administration of standardized assessments revealed that these students have significant levels of emotional and behavioral disabilities that impair their functioning at school and at home. Further, school staff are providing the majority of counseling services to these students during the school day, with non-school professionals providing services to 25% of the students.