Relational Aggression in School Settings: Definition, Development, Strategies, and Implications

A. L. Dailey; A. J. Frey; H. M. Walker

doi:10.1093/cs/cdv003

Relational aggression in children and adolescents: A review with implications for school settings

Psychology in the Schools ◽

10.1002/pits.20145 ◽

2006 ◽

Vol 43 (3) ◽

pp. 345-360 ◽

Cited By ~ 50

Author(s):

Kenneth W. Merrell ◽

Rohanna Buchanan ◽

Oanh K. Tran

Keyword(s):

Children And Adolescents ◽

Relational Aggression ◽

School Settings

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Relational aggression in school settings : the efficacy of the First Step to Success intervention.

10.18297/etd/2022 ◽

2015 ◽

Author(s):

Alicia Dailey

Keyword(s):

Relational Aggression ◽

First Step To Success ◽

School Settings

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Positive Behavioral Interventions and Supports in Schools: A Tutorial

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-17-0037 ◽

2019 ◽

Vol 50 (1) ◽

pp. 1-15 ◽

Cited By ~ 3

Author(s):

Yolanda Keller-Bell ◽

Maureen Short

Keyword(s):

Behavioral Interventions ◽

School Systems ◽

Language Therapy ◽

Speech Language Pathologists ◽

School Settings ◽

Positive Behavioral Interventions ◽

Behavioral Expectations ◽

Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

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Serving Children With Hearing Loss in Public School Settings

ASHA Leader ◽

10.1044/leader.ftr2.10132005.6 ◽

2005 ◽

Vol 10 (13) ◽

pp. 6-38 ◽

Cited By ~ 1

Author(s):

Linda M. Thibodeau ◽

Cheryl DeConde Johnson

Keyword(s):

Hearing Loss ◽

Public School ◽

School Settings ◽

Children With Hearing Loss

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Consideration of the Federal Guidelines for Academic Services for Student-Athletes with Sports-Related Concussion

Perspectives on School-Based Issues ◽

10.1044/sbi13.3.70 ◽

2012 ◽

Vol 13 (3) ◽

pp. 70-78 ◽

Cited By ~ 2

Author(s):

Bess Sirmon-Taylor ◽

Anthony P. Salvatore

Keyword(s):

Student Athletes ◽

Section 504 ◽

Return To Play ◽

Behavioral Deficits ◽

Prevention Education ◽

Concussion Management ◽

School Settings ◽

Definition Of ◽

Federal Guidelines ◽

Academic Services

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.

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Medicaid 101: A Primer for Speech-Language Pathologists in Education Settings

Perspectives on School-Based Issues ◽

10.1044/sbi12.1.3 ◽

2011 ◽

Vol 12 (1) ◽

pp. 3-11

Author(s):

Janet Deppe ◽

Marie Ireland

Keyword(s):

State Level ◽

The State ◽

Speech Language Pathologists ◽

Inspector General ◽

Medical Necessity ◽

School Settings ◽

Speech Language Pathologist ◽

School Based ◽

Emerging Trends

This paper will provide the school-based speech-language pathologist (SLP) with an overview of the federal requirements for Medicaid, including provider qualifications, “under the direction of” rule, medical necessity, and covered services. Billing, documentation, and reimbursement issues at the state level will be examined. A summary of the findings of the Office of Inspector General audits of state Medicaid plans is included as well as what SLPs need to do in order to ensure that services are delivered appropriately. Emerging trends and advocacy tools will complete the primer on Medicaid services in school settings.

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