158 research outputs found
Deep Dive: High School PBIS Implementation at All 3 Tiers
No full textDuring this call, the presenters took a deep dive into a case study of a high school that implemented positive behavior support at all 3 tiers.
The presentation is based on this article
Malloy, J. M., Bohanon, H., & Francoeur, K. (2018b). Positive behavioral interventions and supports in high schools: A case study from New Hampshire. Journal of Educational and Psychological Consultation, 1-29. doi:10.1080/10474412.2017.1385398 http://www.tandfonline.com/eprint/IRHIAaVkwDTcckJHhuAp/ful
Buddy the Elf and PBIS: When Good Intentions Are Misunderstood
No full textOne of my favorite holiday movies is The Elf (link) with Will Ferrell. Buddy (the elf) had great intentions but was often misunderstood. Without knowing that he was raised by elves at the North Pole, people misinterpreted his attacking a “fake” Santa Claus and pouring syrup on spaghetti as a sign of instability.
Like Buddy’s behavior, people can take parts of schoolwide models (link) out of context. Without understanding the entire framework, staff may misconstrue the intent behind interventions. This lack of knowledge leads to frustrations and misunderstandings. Implementers often start with good intentions, but their final results may not accurately reflect the actual model
[[alternative]]Effects of Relative Positions and Age Differences on Motor Imitation by Mediator
No full text[[abstract]]Effects of Relative Positions and Age Differences on Motor Imitation
by Mediator
Master’s Thesis, 2005 Zhen-yi Chen
Advisor: Hank Junling Jwo, Ph.D.
ABSTRACT
This study was designed to further determine findings of Chen and Jwo’s studies (2003, 2004) on relative positions between demonstrator and learner in observational learning and modeling. Indirect approach by manipulating the mediator (wooden manikin) was used. Twelve female fourth graders (M = 10.0 years, SD = 0.3 years) and twelve female senior kindergarteners (M = 5.9 years, SD = 0.3 years) were served as participants, whom were offered two trials to perform the bimanual movement pattern under face-face and back-face relative positions with manipulating the mediator. The videotaped data were analyzed and the inter-rater and intra-rater reliabilities were 91.0% and 87.6% respectively. 2 (age) ×2 (relative positions) two-way ANOVA mixed design with relative positions as repeated measures, and chi-square test revealed that (1) the elder children were better than the younger ones in performance of motor under face-face, (2) there were no differences between groups under relative positions in manipulating time, (3) the face-direct were same both of the mediator and the demonstrator, (4) the processes of manipulating mediator were from upper limbs to lower limbs and from midline to periphery.
Key words: mediator, imitation, relative positions, age differences, demonstration.
Regional social contexts and individual fertility decisions: a multilevel analysis of first and second births in Western Germany
No full textIn this paper, a multilevel approach is used to investigate whether and how regional social contexts influence first and second birth probabilities of women living in western Germany during the 1980s and 1990s. In the theoretical part it is argued that regional opportunity structures as well as local patterns of social interaction and culture may translate into parameters that directly affect individual behaviour. Individual level data from the German Socio-Economic Panel (GSOEP) are then linked with a set of regional indicators to estimate multilevel discrete-time logit models for the transition to the first and second child. The empirical analysis provides no evidence that the distinct fertility differences observed at the regional level are due to autonomous contextual effects. It is rather suggested that most of the observed regional variation may be due to differences in the spatial distribution of individual characteristics. (AUTHOR)Germany (Alte Bundesländer), fertility, geography
Longitudinal Data Collection in Continental Europe: Experiences from the Survey of Health, Ageing and Retirement in (SHARE)
No full textPositive Behavioral Interventions and Supports in High Schools: A Case Study from New Hampshire
No full textThe quality of a school’s social environment is critically related to student outcomes, including academic performance, attendance, student behavior, and high school completion rates. New Hampshire engaged in a dropout prevention initiative between 2006 and 2012 that focused on implementation of the multi-tiered Positive Behavioral Interventions and Supports (PBIS) framework combined with an intensive, student-driven school-to-adult life transition intervention for the highest-need youth. This paper presents a case study of how one high school in the New Hampshire dropout prevention project implemented PBIS at all three tiers of support: school-wide, targeted, and intensive. The case study includes a description of practices implemented by the school, school and student level outcomes pre- and post-implementation, and successes and challenges experienced by the school staff. The discussion ends with recommendations for practice and research of PBIS implementation in high schools
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