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Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support. 相似文献
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Residual categories are those which cannot be formally represented within a given classification system. We examine the forms
that residuality takes within our information systems today, and explore some silences which form around those inhabiting
particular residual categories. We argue that there is significant ethical and political work to be done in exploring residuality. 相似文献
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J. Paul Leigh 《Economics of Education Review》1981,1(3):381-388
This initial study of the direct and indirect effects of schooling and direct effects of occupational hazards on health uses a recursive model involving choice of occupation that depends on schooling. Although the model represents only one possible conceptualization and the data on health are not the most desirable, evidence is found that occupational hazards have a strong influence on health independent of education and earnings. In addition, it is found that schooling has no direct effects on work hours lost due to illness and no indirect effects through choice of a safe job. The unimportance of schooling in affecting health may be partially explained by the limited sample which includes only blue-collar employees in very risky occupations. 相似文献
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This article presents the design, national standardization, and validation of the Preschool Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 2000). A normative sample (N = 100) of 3‐ to 5–1/2‐year‐olds was configured to the U.S. Census, wherewith factor analyses yielded distinct and reliable dimensions of Competence Motivation, Attention/Persistence, and Attitude Toward Learning. The solution was invariant in an independent national sample (N = 170) and generalizable across child sex, age, ethnicity, and parent education level. Three‐week stability and interobserver agreement were supported with a local Head Start sample (N = 52). Bivariate and canonical correlations demonstrated validity convergence with indices of social skills, divergence from behavior problems, and substantial independence from cognitive ability. Implications and future research are considered. © 2002 Wiley Periodicals, Inc. 相似文献
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