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The practice of identifying violence-prone students via checklists of personal characteristics and behaviors is accompanied by unanswered questions, recognized weaknesses, and serious implementation implications (for special services, suspensions and expulsions, and student rights). Stereotyping, discrimination, and wrongful identification of potential perpetrators are ethically unjustified. Resources are listed. (MLH)

Abstract Research suggests that problem behaviors displayed by children with emotional and behavioral disorders (EBD) are often reinforced and maintained by typical caregiver or teacher responses to such behavior. The [...]

In interviews, urban African American students (Grades 1-8) were asked to compare the memorization of noncontroversial information with the learning and discussion of information designed to help students develop personal stances on controversial matters. Younger students did not clearly see one curriculum as more fair. Older students, more so than younger students, saw collaborative inquiry about controversial topics as fair and as likely to foster motivation. They also more strongly agreed that school should foster motivation and understanding, and they valued memorizing less than did younger students. That is, older students' views resembled the view of critics who argue that schools place undue emphasis on 'fixed facts and skills to be acquired' (J. I. Goodlad, 1984, p. 209). Possible roles of student voice in curricula matters are noted.

76 Hispanic and 47 Caucasian children from an urban school district located in a racially mixed neighborhood were compared on their ability to make functional time estimates. The findings indicate that initial differences in ability to make time estimations dissipate across Grades 1 to 5.

This systematic descriptive historical review was conducted to examine the status and trends in expository text structure instruction efficacy research for first through twelfth grade students. The analysis included sixty studies, which spanned the years 1978 to 2014. Descriptive dimensions of the research included study type, research design, treatment fidelity, school level, number of participants, service delivery settings, and comprehensiveness of demographic reporting, text structure instruction, and measurement. Researchers primarily used randomized and quasi-experimental research designs. Analysis of results revealed that (a) a relatively large number of text structure efficacy research studies have been conducted, (b) complete demographic information was difficult to ascertain for many of the participants, (c) researchers of few studies instructed students in all five expository text structures, (d) treatment fidelity data were often missing, and (e) researchers rarely used both direct and indirect measures of effects. Limitations of the analysis and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Multi-tiered system of supports represents one of the most significant advancements in improving the outcomes of students for whom typical instruction is not effective. While many practices need to be in place to make multi-tiered systems of support effective, accurate implementation of evidence-based practices by individuals at all tiers is critical to obtain student outcomes. Effective strategies to achieve program fidelity are available; however, maintaining program fidelity at the individual level remains elusive. Lessons drawn from medicine indicate strategies to maintain program fidelity should address the implementer. Medical practitioners have used self-monitoring checklists to maintain fidelity with striking results. Research evaluating strategies to maintain program fidelity at the individual level represents an important next step in the field of education. Recommendations for a systematic research agenda focused on self-monitoring checklists are presented. [ABSTRACT FROM AUTHOR]

This study examines the longer term effectiveness of a standard protocol, Tier 2 supplemental vocabulary intervention for kindergarten English learners, designed to develop root word vocabulary knowledge and reinforce beginning word reading skills. Participating students in the original study (n = 93 treatment, 92 control) received 20 weeks of small group instruction from paraeducator tutors during kindergarten. After attrition, students (n = 74 treatment, 66 control) were followed up midyear Grade 1 on English measures of proximal and distal vocabulary as well as word reading. At 6 months postintervention, the treatment benefits were maintained on all three outcomes, and furthermore, there was no evidence to suggest that early receptive vocabulary knowledge moderated longer term treatment effects. Results also showed kindergarten intervention year gains in proximal (i.e., root word) vocabulary uniquely predicted midyear Grade 1 distal vocabulary above and beyond kindergarten gains in distal vocabulary. Implications for English learner early intervention are discussed. [ABSTRACT FROM PUBLISHER]

This article examined the efficacy of a primary-level, standard-protocol behavior intervention for students with externalizing behavioral disorders. Elementary schools were randomly assigned to treatment (behavior intervention) or control (business as usual) conditions, and K -- 3 students were screened for externalizing behavior risk status. The final sample included 7 treatment schools (n = 44 students) and 6 control schools (n = 26 students). Results of multilevel models showed that students with externalizing behavior in the treatment schools had significantly lower levels of problem behavior than those in the control schools. A positive but statistically nonsignificant treatment trend was observed for increased on-task behavior. No effects were observed for academic skills. The positive effects of the behavior intervention were smaller in schools serving higher proportions of students with low socioeconomic status and for students who had higher baseline levels of externalizing behavior. The discussion includes the results, practical importance, and limitations. [ABSTRACT FROM AUTHOR]

The findings of a best-evidence synthesis of the collateral effect of literacy instruction on the social adjustment of students are reported. The goal of the synthesis was to extend the work of Wanzek, Vaughn, Kim, and Cavanaugh (2006) by (a) reviewing treatment-outcomes conducted using group design methodology; (b) focusing on a more defined set of outcome measures; and (c) analyzing outcomes using average effect size estimates as a common metric. Results of the review suggest that effective literacy instruction does not appear to have a collateral effect on the social adjustment of children. Limitations and future directions are presented. [ABSTRACT FROM AUTHOR]