NICHCY: National Dissemination Center for Children with Disabilitites

Smith, Barbara; & Gutierrez, Mary Kate

This NICHCY web page connects the reader to online resources and materials that drive to the heart and soul of addressing challenging behavior. The user is first linked to online materials presenting behavior as communication that serves a purpose, then to resources describing the essentials of behavior assessment (which is used to discover what purpose the individual's challenging behavior is serving). Once more is known about what the individual is trying to communicate through his or her inappropriate behavior, focus can turn to developing a behavior intervention plan and providing positive behavior supports. Accordingly, this web page also provides links to online materials detailing the "how-to's" in each of these areas.

National Dissemination Center for Children with Disabilities (NICHCY)

Smith, Barbara; & Gutierrez, Mary Kate

If behavior is an issue at home, this NICHCY web page provides ready links to online resources that may help families create positive change and improve family life. Links include: how to teach children self-control; alternatives to spanking; how to reinforce small changes in behavior; a parent-friendly guide to functional assessment and support; fact sheets on disorders such as anxiety disorders, bullying, ADHD, and autism; how families can get help for themselves; and how to work with a child's temperament.

National Dissemination Center for Children with Disabilities (NICHCY)

Smith, Barbara; & Gutierrez, Mary Kate

School presents a unique challenge for children with behavior issues. Teachers need tools to use to help provide support and guidance, and administrators need methods for creating a positive learning atmosphere within the entire school. This NICHCY web page provides a multitude of links to online materials  about positive methods for changing behavior in the classroom and in the entire school. Links are also included: (a) to address behavior concerns specific to students who have autism, AD/HD, learning disabilities, or mental retardation; and (b) what the law requires of schools in terms of behavior and discipline.

National Dissemination Center for Children with Disabilities (NICHCY)

Curran, C. M.

Case Study Units provide faculty with realistic teaching scenarios for students to use, and they are designed to strengthen a student's understanding of the topic, as well as enhance their problem-solving skills while exploring new content. Faculty guides for each case study unit are available upon request.

 

This case study unit outlines positive behavior management techniques that can be employed with individual students who have behavioral concerns that are not effectively addressed by comprehensive classroom rules. It features scenarios of students at varying grade levels, ranging from elementary to high school.

The IRIS Center for Training Enhancements

Evertson, Carolyn D.; Poole, Inge

Case Study Units provide faculty with realistic teaching scenarios for students to use, and they are designed to strengthen a student's understanding of the topic, as well as enhance their problem-solving skills while exploring new content. Faculty guides for each case study unit are available upon request.

 

Through realistic classroom scenarios, this case study set introduces the five key components of an effective accountability system and offers guidance on how to implement these strategies in a classroom setting.

The IRIS Center for Faculty Enhancement

Evertson, Carolyn; Poole, Inge

Case Study Units provide faculty with realistic teaching scenarios for students to use, and they are designed to strengthen a student's understanding of the topic, as well as enhance their problem-solving skills while exploring new content. Faculty guides for each case study unit are available upon request.  

 

This case study set provides scenarios and strategies that focus on the establishment of classroom norms and expectations through the development of rules and procedures.

The IRIS Center for Faculty Enhancement

Fletcher. Lynda; Whaley, Kathy

NECTAC Topic pages are focused on subjects related to implementing the early childhood provisions of IDEA 2004, including Part C and Section 619. This page provides an introduction to mental health in young children as well as a comprehensive list of resources. 

National Early Childhood Technical Assistance Center (NECTAC)

Riccomini, Paul J.; Bost, Loujeania Williams; Katsiyannis, Antonis; Zhang, Dalun

This brief provides educators with an intervention to reduce aggressive behaviors in students utilizing the cognitive-behavioral approach. It describes common components of the cognitive-behavioral approach along with teaching elements to aid the implementation of this approach to reduce aggressive behaviors in students. It provides an example of the "Check and Connect" model, which has shown evidence of effectiveness as a dropout prevention and intervention procedure in several different settings and contexts.

National Dropout Prevention Center for Students with Disabilities (NDPC-SD)

Cobb, Brian; Sample, Pat; Alwell, Morgen; Johns, Nikole

This report is part of an effort to identify and synthesize research examining effective practices in dropout prevention for students with disabilities. It was developed by the National Dropout Prevention Center for Students with Disabilities (NDPC-SD), in partnership with the What Works in Transition Systematic Review Project at Colorado State University. It is a systematic review summarizing scientifically-based research studies produced in the past two decades from three distinct perspectives: (a) cognitive-behavioral interventions, (b) dropout or dropout-related outcomes, and (c) samples of secondary-aged youth with disabilities. It explores the relationship between cognitive-behavioral interventions/therapies and dropout outcomes and violent verbal or physical aggression for secondary-aged youth with disabilities. The findings strongly support the efficacy of cognitive-behavioral interventions across educational environments, disability types, ages, and gender in the reduction of dropout and correlates of dropout. A series of more detailed implications for practice are suggested, as well as instructions on how to locate implementation strategies for these interventions in secondary schools.

National Dropout Prevention Center for Students with Disabilities (NDPC-SD)

National Dissemination Center for Children with Disabilities (NICHCY)

The Emotional Disturbance Fact Sheet presents a short overview of this disability - its characteristics, incidence, and educational implications-and concludes with a list of helpful books and organizations. This publication is also available in Spanish.

National Dissemination Center for Children with Disabilities (NICHCY)