Developing a schoolwide framework to prevent and manage learning and behavior problems /:
Gespeichert in:
| Hauptverfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY :
The Guilford Press,
[2020]
|
| Ausgabe: | Second edition. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource (274 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 1462541771 9781462541775 |
Internformat
MARC
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| 008 | 190914s2020 nyu ob 001 0 eng d | ||
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| 100 | 1 | |a Lane, Kathleen L., |e author. |0 http://id.loc.gov/authorities/names/n2001083690 | |
| 245 | 1 | 0 | |a Developing a schoolwide framework to prevent and manage learning and behavior problems / |c Kathleen Lynne Lane, Holly Mariah Menzies, Wendy Peia Oakes, Jemma Robertson Kalberg. |
| 250 | |a Second edition. | ||
| 264 | 1 | |a New York, NY : |b The Guilford Press, |c [2020] | |
| 264 | 4 | |c ©2020 | |
| 300 | |a 1 online resource (274 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource, title from digital title page (viewed on September 17, 2020). | |
| 505 | 0 | |a Cover; Half Title Page; Title Page; Copyright; Dedication; About the Authors; Acknowledgments; Contents; Part I. An Introduction to Comprehensive, Integrated Three-Tiered Models of Prevention; 1. Preventing and Managing Learning and Behavior Challenges in Our Schools: A Comprehensive, Integrated Approach-A Formidable Task; Supporting Students' Multiple Needs; A Shift in Focus: Tiered Systems of Support; Ci3T Models of Prevention; A Commitment to Comprehensive, Integrated Systems; Purpose; 2. A Look at Evidence Surrounding Tiered Systems | |
| 505 | 8 | |a Evidence for the Effectiveness of Tiered Models: Tier 1 EffortsCi3T: One Unified System; Teacher-Delivered Low-Intensity Supports; Tier 2 and Tier 3 Supports; Teacher Efficacy and Perceptions; Data-Informed Professional Learning; Summary; Part II. Overview of the Ci3T Implementation Manual; 3. Designing and Implementing a Ci3T Model; A Team-Based Process for Training and Developing the Model: A Focus on the Schoolwide System; Constructing the Primary (Tier 1) Prevention Plan; Summary; 4. Examining Tier 1 Efforts: Monitoring Treatment Integrity and Social Validity | |
| 505 | 8 | |a Monitoring Ci3T Implementation: Is the Plan Being Put in Place as Designed?Assessing Stakeholder Feedback: What Do People Think about the Ci3T Model?; Summary; Part III. A Focus on Data-Informed Decision Making; 5. Determining How Well Ci3T Is Meeting the Goals: Procedures for Monitoring Overall Student Performance; Monitoring Student Progress: How Are Students Responding to Ci3T?; Screening for Early Detection: Who Needs More Support?; Examining the Schoolwide Data: Analyzing Multiple Sources of Data in Tandem; Summary; 6. Empowering Teachers with Low-Intensity, Teacher-Delivered Strategies | |
| 505 | 8 | |a Data-Informed Decision Making: Using Teacher-Delivered StrategiesLow-Intensity, Teacher-Delivered Strategies; Summary; 7. Supporting Students Who Require More Than Primary Prevention Efforts: Tier 2 and Tier; Examining the Schoolwide Data; Determining How Different Students Respond; Identifying Students Who Need Targeted Supports; Guidelines for Establishing Secondary (Tier 2) and Tertiary (Tier 3) Supports; Guidelines for Managing Data; Summary; Part IV. Moving Forward: Considerations for Successful Implementation of System Change Efforts | |
| 505 | 8 | |a 8. Understanding Implementation Science: Responsible Implementation of System Change EffortsRespectful, Responsible Inquiry through Practitioner-Researcher Partnerships; Professional Learning to Support Installation and Sustainability: A Focus on Low-Intensity Supports; Systems Change within an Implementation Science Framework; Considerations for Design, Implementation, and Evaluation of the Ci3T Model of Prevention: Closing Thoughts; References; Index | |
| 650 | 0 | |a Problem children |x Education |z United States. | |
| 650 | 0 | |a Behavior disorders in children |z United States |x Prevention. | |
| 650 | 0 | |a Problem children |x Behavior modification |z United States. | |
| 650 | 0 | |a School improvement programs |z United States. | |
| 650 | 6 | |a Enseignement |x Réforme |z États-Unis. | |
| 650 | 7 | |a Behavior disorders in children |x Prevention |2 fast | |
| 650 | 7 | |a Problem children |x Behavior modification |2 fast | |
| 650 | 7 | |a Problem children |x Education |2 fast | |
| 650 | 7 | |a School improvement programs |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Menzies, Holly Mariah, |e author. |0 http://id.loc.gov/authorities/names/n2008078741 | |
| 700 | 1 | |a Oakes, Wendy Peia, |e author. |0 http://id.loc.gov/authorities/names/no2015125765 | |
| 700 | 1 | |a Kalberg, Jemma Robertson, |e author. |0 http://id.loc.gov/authorities/names/n2008078740 | |
| 758 | |i has work: |a Developing a schoolwide framework to prevent and manage learning and behavior problems (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGR9JHqbCYyXWrFyyHtGBP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Lane, Kathleen Lynne. |t Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition. |d New York : Guilford Publications, ©2019 |z 9781462541744 |
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| 938 | |a ProQuest Ebook Central |b EBLB |n EBL5896067 | ||
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| adam_text | |
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| author | Lane, Kathleen L. Menzies, Holly Mariah Oakes, Wendy Peia Kalberg, Jemma Robertson |
| author_GND | http://id.loc.gov/authorities/names/n2001083690 http://id.loc.gov/authorities/names/n2008078741 http://id.loc.gov/authorities/names/no2015125765 http://id.loc.gov/authorities/names/n2008078740 |
| author_facet | Lane, Kathleen L. Menzies, Holly Mariah Oakes, Wendy Peia Kalberg, Jemma Robertson |
| author_role | aut aut aut aut |
| author_sort | Lane, Kathleen L. |
| author_variant | k l l kl kll h m m hm hmm w p o wp wpo j r k jr jrk |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC4802 |
| callnumber-raw | LC4802 |
| callnumber-search | LC4802 |
| callnumber-sort | LC 44802 |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EDU |
| contents | Cover; Half Title Page; Title Page; Copyright; Dedication; About the Authors; Acknowledgments; Contents; Part I. An Introduction to Comprehensive, Integrated Three-Tiered Models of Prevention; 1. Preventing and Managing Learning and Behavior Challenges in Our Schools: A Comprehensive, Integrated Approach-A Formidable Task; Supporting Students' Multiple Needs; A Shift in Focus: Tiered Systems of Support; Ci3T Models of Prevention; A Commitment to Comprehensive, Integrated Systems; Purpose; 2. A Look at Evidence Surrounding Tiered Systems Evidence for the Effectiveness of Tiered Models: Tier 1 EffortsCi3T: One Unified System; Teacher-Delivered Low-Intensity Supports; Tier 2 and Tier 3 Supports; Teacher Efficacy and Perceptions; Data-Informed Professional Learning; Summary; Part II. Overview of the Ci3T Implementation Manual; 3. Designing and Implementing a Ci3T Model; A Team-Based Process for Training and Developing the Model: A Focus on the Schoolwide System; Constructing the Primary (Tier 1) Prevention Plan; Summary; 4. Examining Tier 1 Efforts: Monitoring Treatment Integrity and Social Validity Monitoring Ci3T Implementation: Is the Plan Being Put in Place as Designed?Assessing Stakeholder Feedback: What Do People Think about the Ci3T Model?; Summary; Part III. A Focus on Data-Informed Decision Making; 5. Determining How Well Ci3T Is Meeting the Goals: Procedures for Monitoring Overall Student Performance; Monitoring Student Progress: How Are Students Responding to Ci3T?; Screening for Early Detection: Who Needs More Support?; Examining the Schoolwide Data: Analyzing Multiple Sources of Data in Tandem; Summary; 6. Empowering Teachers with Low-Intensity, Teacher-Delivered Strategies Data-Informed Decision Making: Using Teacher-Delivered StrategiesLow-Intensity, Teacher-Delivered Strategies; Summary; 7. Supporting Students Who Require More Than Primary Prevention Efforts: Tier 2 and Tier; Examining the Schoolwide Data; Determining How Different Students Respond; Identifying Students Who Need Targeted Supports; Guidelines for Establishing Secondary (Tier 2) and Tertiary (Tier 3) Supports; Guidelines for Managing Data; Summary; Part IV. Moving Forward: Considerations for Successful Implementation of System Change Efforts 8. Understanding Implementation Science: Responsible Implementation of System Change EffortsRespectful, Responsible Inquiry through Practitioner-Researcher Partnerships; Professional Learning to Support Installation and Sustainability: A Focus on Low-Intensity Supports; Systems Change within an Implementation Science Framework; Considerations for Design, Implementation, and Evaluation of the Ci3T Model of Prevention: Closing Thoughts; References; Index |
| ctrlnum | (OCoLC)1119636601 |
| dewey-full | 371.93 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.93 |
| dewey-search | 371.93 |
| dewey-sort | 3371.93 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Second edition. |
| format | Electronic eBook |
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| spelling | Lane, Kathleen L., author. http://id.loc.gov/authorities/names/n2001083690 Developing a schoolwide framework to prevent and manage learning and behavior problems / Kathleen Lynne Lane, Holly Mariah Menzies, Wendy Peia Oakes, Jemma Robertson Kalberg. Second edition. New York, NY : The Guilford Press, [2020] ©2020 1 online resource (274 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Online resource, title from digital title page (viewed on September 17, 2020). Cover; Half Title Page; Title Page; Copyright; Dedication; About the Authors; Acknowledgments; Contents; Part I. An Introduction to Comprehensive, Integrated Three-Tiered Models of Prevention; 1. Preventing and Managing Learning and Behavior Challenges in Our Schools: A Comprehensive, Integrated Approach-A Formidable Task; Supporting Students' Multiple Needs; A Shift in Focus: Tiered Systems of Support; Ci3T Models of Prevention; A Commitment to Comprehensive, Integrated Systems; Purpose; 2. A Look at Evidence Surrounding Tiered Systems Evidence for the Effectiveness of Tiered Models: Tier 1 EffortsCi3T: One Unified System; Teacher-Delivered Low-Intensity Supports; Tier 2 and Tier 3 Supports; Teacher Efficacy and Perceptions; Data-Informed Professional Learning; Summary; Part II. Overview of the Ci3T Implementation Manual; 3. Designing and Implementing a Ci3T Model; A Team-Based Process for Training and Developing the Model: A Focus on the Schoolwide System; Constructing the Primary (Tier 1) Prevention Plan; Summary; 4. Examining Tier 1 Efforts: Monitoring Treatment Integrity and Social Validity Monitoring Ci3T Implementation: Is the Plan Being Put in Place as Designed?Assessing Stakeholder Feedback: What Do People Think about the Ci3T Model?; Summary; Part III. A Focus on Data-Informed Decision Making; 5. Determining How Well Ci3T Is Meeting the Goals: Procedures for Monitoring Overall Student Performance; Monitoring Student Progress: How Are Students Responding to Ci3T?; Screening for Early Detection: Who Needs More Support?; Examining the Schoolwide Data: Analyzing Multiple Sources of Data in Tandem; Summary; 6. Empowering Teachers with Low-Intensity, Teacher-Delivered Strategies Data-Informed Decision Making: Using Teacher-Delivered StrategiesLow-Intensity, Teacher-Delivered Strategies; Summary; 7. Supporting Students Who Require More Than Primary Prevention Efforts: Tier 2 and Tier; Examining the Schoolwide Data; Determining How Different Students Respond; Identifying Students Who Need Targeted Supports; Guidelines for Establishing Secondary (Tier 2) and Tertiary (Tier 3) Supports; Guidelines for Managing Data; Summary; Part IV. Moving Forward: Considerations for Successful Implementation of System Change Efforts 8. Understanding Implementation Science: Responsible Implementation of System Change EffortsRespectful, Responsible Inquiry through Practitioner-Researcher Partnerships; Professional Learning to Support Installation and Sustainability: A Focus on Low-Intensity Supports; Systems Change within an Implementation Science Framework; Considerations for Design, Implementation, and Evaluation of the Ci3T Model of Prevention: Closing Thoughts; References; Index Problem children Education United States. Behavior disorders in children United States Prevention. Problem children Behavior modification United States. School improvement programs United States. Enseignement Réforme États-Unis. Behavior disorders in children Prevention fast Problem children Behavior modification fast Problem children Education fast School improvement programs fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Menzies, Holly Mariah, author. http://id.loc.gov/authorities/names/n2008078741 Oakes, Wendy Peia, author. http://id.loc.gov/authorities/names/no2015125765 Kalberg, Jemma Robertson, author. http://id.loc.gov/authorities/names/n2008078740 has work: Developing a schoolwide framework to prevent and manage learning and behavior problems (Text) https://id.oclc.org/worldcat/entity/E39PCGR9JHqbCYyXWrFyyHtGBP https://id.oclc.org/worldcat/ontology/hasWork Print version: Lane, Kathleen Lynne. Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition. New York : Guilford Publications, ©2019 9781462541744 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2177638 Volltext |
| spellingShingle | Lane, Kathleen L. Menzies, Holly Mariah Oakes, Wendy Peia Kalberg, Jemma Robertson Developing a schoolwide framework to prevent and manage learning and behavior problems / Cover; Half Title Page; Title Page; Copyright; Dedication; About the Authors; Acknowledgments; Contents; Part I. An Introduction to Comprehensive, Integrated Three-Tiered Models of Prevention; 1. Preventing and Managing Learning and Behavior Challenges in Our Schools: A Comprehensive, Integrated Approach-A Formidable Task; Supporting Students' Multiple Needs; A Shift in Focus: Tiered Systems of Support; Ci3T Models of Prevention; A Commitment to Comprehensive, Integrated Systems; Purpose; 2. A Look at Evidence Surrounding Tiered Systems Evidence for the Effectiveness of Tiered Models: Tier 1 EffortsCi3T: One Unified System; Teacher-Delivered Low-Intensity Supports; Tier 2 and Tier 3 Supports; Teacher Efficacy and Perceptions; Data-Informed Professional Learning; Summary; Part II. Overview of the Ci3T Implementation Manual; 3. Designing and Implementing a Ci3T Model; A Team-Based Process for Training and Developing the Model: A Focus on the Schoolwide System; Constructing the Primary (Tier 1) Prevention Plan; Summary; 4. Examining Tier 1 Efforts: Monitoring Treatment Integrity and Social Validity Monitoring Ci3T Implementation: Is the Plan Being Put in Place as Designed?Assessing Stakeholder Feedback: What Do People Think about the Ci3T Model?; Summary; Part III. A Focus on Data-Informed Decision Making; 5. Determining How Well Ci3T Is Meeting the Goals: Procedures for Monitoring Overall Student Performance; Monitoring Student Progress: How Are Students Responding to Ci3T?; Screening for Early Detection: Who Needs More Support?; Examining the Schoolwide Data: Analyzing Multiple Sources of Data in Tandem; Summary; 6. Empowering Teachers with Low-Intensity, Teacher-Delivered Strategies Data-Informed Decision Making: Using Teacher-Delivered StrategiesLow-Intensity, Teacher-Delivered Strategies; Summary; 7. Supporting Students Who Require More Than Primary Prevention Efforts: Tier 2 and Tier; Examining the Schoolwide Data; Determining How Different Students Respond; Identifying Students Who Need Targeted Supports; Guidelines for Establishing Secondary (Tier 2) and Tertiary (Tier 3) Supports; Guidelines for Managing Data; Summary; Part IV. Moving Forward: Considerations for Successful Implementation of System Change Efforts 8. Understanding Implementation Science: Responsible Implementation of System Change EffortsRespectful, Responsible Inquiry through Practitioner-Researcher Partnerships; Professional Learning to Support Installation and Sustainability: A Focus on Low-Intensity Supports; Systems Change within an Implementation Science Framework; Considerations for Design, Implementation, and Evaluation of the Ci3T Model of Prevention: Closing Thoughts; References; Index Problem children Education United States. Behavior disorders in children United States Prevention. Problem children Behavior modification United States. School improvement programs United States. Enseignement Réforme États-Unis. Behavior disorders in children Prevention fast Problem children Behavior modification fast Problem children Education fast School improvement programs fast |
| title | Developing a schoolwide framework to prevent and manage learning and behavior problems / |
| title_auth | Developing a schoolwide framework to prevent and manage learning and behavior problems / |
| title_exact_search | Developing a schoolwide framework to prevent and manage learning and behavior problems / |
| title_full | Developing a schoolwide framework to prevent and manage learning and behavior problems / Kathleen Lynne Lane, Holly Mariah Menzies, Wendy Peia Oakes, Jemma Robertson Kalberg. |
| title_fullStr | Developing a schoolwide framework to prevent and manage learning and behavior problems / Kathleen Lynne Lane, Holly Mariah Menzies, Wendy Peia Oakes, Jemma Robertson Kalberg. |
| title_full_unstemmed | Developing a schoolwide framework to prevent and manage learning and behavior problems / Kathleen Lynne Lane, Holly Mariah Menzies, Wendy Peia Oakes, Jemma Robertson Kalberg. |
| title_short | Developing a schoolwide framework to prevent and manage learning and behavior problems / |
| title_sort | developing a schoolwide framework to prevent and manage learning and behavior problems |
| topic | Problem children Education United States. Behavior disorders in children United States Prevention. Problem children Behavior modification United States. School improvement programs United States. Enseignement Réforme États-Unis. Behavior disorders in children Prevention fast Problem children Behavior modification fast Problem children Education fast School improvement programs fast |
| topic_facet | Problem children Education United States. Behavior disorders in children United States Prevention. Problem children Behavior modification United States. School improvement programs United States. Enseignement Réforme États-Unis. Behavior disorders in children Prevention Problem children Behavior modification Problem children Education School improvement programs United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2177638 |
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