Intervention Strategies For Students Research Articles

A look into preservice teachers’ responses to students’ misbehavior: What roles do students’ gender and socioeconomic status play?

Teachers’ perceptions of and intervention strategies for dealing with students’ misbehavior differ depending on various student characteristics such as gender. In Study 1, we investigated whether preservice teachers intervene differently when students’ were talking out of turn, depending on students’ socioeconomic status (SES) and gender. Results showed that the participants were more likely to intervene when the student had low SES. In Study 2, the student misbehavior was that students repeatedly forgot their homework. Study 2 showed that preservice teachers were more likely to use a talk as the intervention strategy for students with high SES and were more likely to ask for help for students with low SES. Preservice teachers indicated the student’s parents as the main causes of student’s misbehavior independent of the student’s SES. The results are discussed with regard to social disparities in the educational system.

Teachers’ Attributions and Intervention Strategies for Students’ Classroom Misbehaviours: Evidence from Senior High Schools in Komenda Edina Eguafo Abrem Municipality


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 The study explored teachers’ attributions in addressing misbehaviour of students in the classroom. To achieve this, a descriptive survey was adopted through the use of quantitative approach. A sample size of 140 teachers was selected for the study using cluster sampling technique. Questionnaires were used to elicit responses from the selected teachers. Inferential statistics and descriptive statistics were used to analyse the research questions. The findings from the study revealed that generally, teachers in the Komenda Edina Eguafo Abirem Municipality attribute students’ disruptive behaviours to blame and intentionality of the students. Again, in the quest for managing these attributed behaviours, supportive measures were identified by the teachers to be very effective. It was recommended that teachers’ beliefs about causality with reference to student misbehaviour be improved by training teachers to embrace controllable as opposed to non-controllable attributions. Teachers who might otherwise embrace unsupportive interventions may be more open to implementing research-based interventions for students who exhibit problem behaviour.

Self- determination, nurtured heart approach, and motivation: Development and testing of an intervention strategy for students with learning disabilities

This study examined the impact of an intervention program on the satisfaction of basic psychological needs, academic motivation, academic self-efficacy and well-being of students with learning disability (LD). The principles of Self-Determination Theory and Nurtured Heart Approach were integrated and used to develop an intervention aimed to create conditions in the classroom settings which supported the satisfaction of basic psychological needs that are proposed by the Self-Determination Theory. Seven participants with LD attended at least 36 sessions each, which were spread over a period of 3 months. A pretest-posttest design was followed to conduct the study. Results revealed significant difference between scores before and after the implementation of the intervention for basic need satisfaction, academic motivation and academic self-efficacy, but not for well-being. Discussion highlights the importance of such strategies that can be used in educational settings to address motivational concerns. This is especially true for students with LD because of their challenges with educational/learning tasks.

Supporting prosocial development through school-based mental health services: A multisite evaluation of social and behavioral outcomes across one academic year

Unaddressed behavioral and socioemotional difficulties impact the mental health, educational attainment, and future outcomes of children to such an extent that it is imperative to identify effective strategies for early intervention and treatment. School-based mental health services address students’ socialemotional concerns by removing barriers to accessing appropriate services, improving coordination of services, and implementing prevention and intervention strategies for students. This study evaluates the effects of one such program on the socioemotional well-being of students served across six elementary school sites. Study findings support the critical need for school-based mental health for the promotion of prosocial behavior and socioemotional wellness.

An Examination of 40 Years of Mathematics Education among Norwegian Braille-Reading Students

Introduction The study presented here estimated the occurrence of braille-reading students in Norway who were educated according to their grade-level progression in mathematics from 1967 to 2007. It also analyzed the association among these students’ progression in mathematics and the causes of visual impairment, the age at which the diagnosis was established, the students’ gender, and the students’ use of reading media (braille as the sole, primary, or secondary literacy medium). Methods A retrospective, population-based study design was used. All the students who had received braille education in the past four decades prior to the study were included. The following data were abstracted from each student's records: birth year, country of birth, gender, year diagnosed, diagnosis, type of reading media, and whether the student's education had followed their grade-level progression. Results In total, 248 braille-reading students were identified. Of these students, 141 (57%) had been taught mathematics at grade level. In 19 of the 45 principal eye diagnoses that were registered, all the students were educated according to the normative grade progress in mathematics. There were no statistically significant associations between gender and the abstracted variables or between mathematics education and reading media. Discussion During the four decades under study, there was some variation in the distribution of different diagnoses. Students with diagnoses related to the central nervous system had a comparatively higher risk of not attaining their normal grade level in mathematics. Implication for practitioners Teachers may expect that a braille-reading student will follow his or her grade level in mathematics. It is essential, however, to gain information on the causes of visual impairment, in general, and in cases of the co-occurrence of visual impairment and learning disabilities, in particular. It is essential to document typical learning patterns among braille-reading students and intervention strategies for students with visual impairments and learning disabilities.

Peer-Mediated Instruction and Intervention Strategies for Students with Autism Spectrum Disorders

ABSTRACT Peer-mediated instruction and intervention is based on principles of behaviorism and social learning theory. In this intervention approach, developing peers are typically taught ways to interact with and help children and youth with autism spectrum disorders acquire new social skills by increasing social opportunities in natural environments. The authors outline how educational environments can be developed that are conducive to peer-mediated instruction and intervention. In addition, the authors present strategies for the careful selection and systematic instruction of typically developing peers as intervention agents. The author also present examples of empirically based methods of applying peer-mediated strategies across the age range.

The Effect of ADHD on the Treatment of Stuttering

No AccessPerspectives on Fluency and Fluency DisordersArticle1 Sep 2006The Effect of ADHD on the Treatment of Stuttering Corrin G. Graham Corrin G. Graham Vanderbilt Bill Wilkerson CenterNashville, TN Google Scholar More articles by this author https://doi.org/10.1044/ffd16.2.10 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References American Academy of Pediatrics. (2001). Clinical practice guideline: Treatment of the school-aged child with attention-deficit/hyperactivity disorder.Pediatrics, 108, 1033–1044. Google Scholar American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders.4th ed., text revision). Washington, DC: Author. Google Scholar Barkley, R. A. (1998). Attention-deficit hyperactivity disorder.Scientific American, 279(3), 66–71. Google Scholar Damico, S. K. & Armstrong, M. (1996). Intervention strategies for students with ADHD: Creating a holistic approach.Seminars in Speech and Language, 17, 21–36. Google Scholar Healey, E. C., & Reid, R. (2003). ADHD and stuttering: A tutorial.Journal of Fluency Disorders, 28, 79–93. Google Scholar Lavid, N.,Franklin, D. L., & Maguire, G. A. (1999). Management of child and adolescent with Olanzapine: Three case reports.Journal of Clinical Psychiatry, 11, 233–236. Google Scholar MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder.Archives of General Psychiatry, 56,1073–1086. Google Scholar National Institute of Mental Health. (2003). Attention deficit hyperactivity disorder.Retrieved April 28, 2006, from http://www.nimh.nih.gov/publicat/NIMHadhdpub.pdf Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited byPerspectives of the ASHA Special Interest Groups7:3 (947-958)13 Jun 2022Estimating the Prevalence of Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and Autism Spectrum Disorder in Japanese School-Age Children Who StutterShoko Miyamoto, Hiroaki Kobayashi, Naomi Sakai, Daichi Iimura and Masayoshi Tsuge Volume 16Issue 2September 2006Pages: 10-12 Get Permissions Add to your Mendeley library History Published in issue: Sep 1, 2006 Metrics Topicsasha-topicsasha-sigsasha-article-typesleader-topicsCopyright & Permissions© 2006 American Speech-Language-Hearing AssociationPDF downloadLoading ...

Sorting, Supporting, Connecting, and Transforming: Intervention Strategies for Students at Risk

The author reviews the literature on strategies for serving students considered to be at risk because they need assistance to succeed academically and socially at the college level. After reviewing the changing demographic and functional definitions of students at risk and providing an overview of why such students need special services from colleges, the author uses Beatty-Guenter's (1994) typology to provide a research and practice framework for current intervention strategies. Sorting strategies attempt to divide the student body into meaningful subsets for intervention. Supporting strategies strive to ease students' everyday problems with academic life. Connecting strategies promote bonding between the student and others at the college to motivate continued enrollment. Transforming strategies seek to overcome barriers that might prevent students from achieving their potential. A summary of characteristics that distinguish successful intervention programs and strategies concludes this review.

Intervention Strategies for Students with ADHD: Creating a Holistic Approach

An overview of therapy approaches commonly used by speech-language pathologists with students having ADHD and their primary intervention responsibilities with these students is presented. Several strategies for establishing the kinds of learning contexts necessary for success are described, which emphasize the importance of empowering students in meaningful and relevant contexts. Five major intervention strategies for working with ADHD students are reviewed briefly--modifying learning environments, pharmacological therapy, behavioral management, cognitive-behavior modification, and classroom academic management--and detailed references for each are provided.