Emphasizing the Social Aspects of Learning to Foster Success of Students at Risk

Applying Response to Intervention Metrics in the Social Domain for Students at Risk of Developing Emotional or Behavioral Disorders

The Journal of Special Education ◽

10.1177/0022466907313349 ◽

2008 ◽

Vol 42 (2) ◽

pp. 108-126 ◽

Cited By ~ 49

Author(s):

Douglas Cheney ◽

Andrea Flower ◽

Tran Templeton

Keyword(s):

At Risk ◽

Response To Intervention ◽

Behavioral Disorders ◽

Students At Risk ◽

Social Domain ◽

The Social ◽

Emotional Or Behavioral Disorders

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Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders

Journal of School Psychology ◽

10.1016/j.jsp.2021.03.004 ◽

2021 ◽

Vol 86 ◽

pp. 78-99

Author(s):

Ann P. Daunic ◽

Nancy L. Corbett ◽

Stephen W. Smith ◽

James Algina ◽

Daniel Poling ◽

...

Keyword(s):

At Risk ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Social Emotional Learning ◽

First Grade ◽

Emotional Learning ◽

Social Emotional ◽

Students At Risk ◽

The Social

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The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

Behavioral Disorders ◽

10.1177/019874290202700409 ◽

2002 ◽

Vol 27 (4) ◽

pp. 371-385 ◽

Cited By ~ 19

Author(s):

Ya-Yu Lo ◽

Scott A. Loe ◽

Gwendolyn Cartledge

Keyword(s):

At Risk ◽

Social Skills ◽

Small Group ◽

Behavioral Disorders ◽

Social Behaviors ◽

Antisocial Behaviors ◽

Students At Risk ◽

Social Skills Instruction ◽

The Social ◽

Emotional Or Behavioral Disorders

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.

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Preventing school disaffection, failure and dropout. The ESF projects “Last Round” and “Energy Start”

Form@re - Open Journal per la formazione in rete ◽

10.36253/form-11318 ◽

2021 ◽

Vol 21 (2) ◽

pp. 93-105

Author(s):

Silvia Dell'Anna ◽

Dario Ianes

Keyword(s):

Risk Factors ◽

At Risk ◽

Students At Risk ◽

Early School Leaving ◽

School Population ◽

Early School ◽

The Social ◽

Fattori Di Rischio ◽

Increasing Risk ◽

Autonomous Province

Early school leaving is a very important issue in our country, both for its individual consequences and for the social and economic repercussions. The Covid-19 pandemic has exacerbated some existing trends, increasing risk factors and putting at greater risk of dropout some portions of the school population. The article reflects on the phenomenon of early school leaving and on intervention options, with particular reference to the period of COVID-19 emergency. Starting from the results of two project experiences conducted in 2020 in some secondary schools of the Autonomous Province of Bolzano, the contribution examines the protective and risk factors, the needs of students at risk, the contents and teaching strategies of interventions. Finally, it reflects on the different options for implementation, on monitoring and research. Prevenire la disaffezione scolastica, l’insuccesso e l’abbandono. I progetti FSE “Last Round” ed “Energy Start” La dispersione scolastica rappresenta una questione di grande rilevanza nel nostro Paese, sia per le sue conseguenze individuali sia per le ricadute sociali ed economiche. La pandemia da Covid-19 ha acuito alcune tendenze già esistenti, ampliando i fattori di rischio e colpendo con maggiore intensità alcune porzioni di popolazione scolastica. L’articolo riflette sul fenomeno dell’abbandono scolastico precoce e sulle opzioni di intervento, con particolare riferimento al periodo di emergenza sanitaria. A partire dai risultati di due esperienze progettuali condotte nell’anno 2020 in alcune scuole secondarie delle Provincia Autonoma di Bolzano, il contributo prende in esame i fattori protettivi e di rischio, i bisogni dell’utenza a rischio di dispersione, i contenuti e le strategie didattiche degli interventi formativi. Infine, si riflette sulle differenti modalità di implementazione, sul monitoraggio e sulla ricerca.

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Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

European Journal of Psychological Assessment ◽

10.1027//1015-5759.16.2.139 ◽

2000 ◽

Vol 16 (2) ◽

pp. 139-146 ◽

Cited By ~ 17

Author(s):

Padeliadu Susana ◽

Georgios D. Sideridis

Keyword(s):

At Risk ◽

Elementary School Students ◽

Reading Difficulties ◽

Reading Performance ◽

Low Achievers ◽

Children At Risk ◽

School Students ◽

Students At Risk ◽

Group A ◽

The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

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