| | Series: | NICHCY Evidence for Education, Volume 4 | | Author: | Kathlyn M. Steedly, Ph.D., Amanda Schwartz, Ph.D., Michael Levin, M.A., & Stephen D. Luke, Ed.D. | | Publication Date: | 2008 | | Abstract: | This publication will first clarify what is meant by social skills then explore their impact on behavior and academics. Then it looks at what the research has to say about social skills interventions and programs for children with disabilities. This Evidence for Education wraps up with examples of interventions that can be applied in both classroom and home settings. | | Publisher: | National Dissemination Center for Children with Disabilities (NICHCY) | | Pages: | 8 | | Format: | HTML; PDF | | Target Age: | Elementary School Middle School Secondary School | | Intended Audience: | Educators Local School Administrators State Administrators | | HTML Version: | www.nichcy.org/Research/EvidenceForEducation/Pages/SocialSkillsIntro.aspx | | PDF Version: | www.nichcy.org/Research/EvidenceForEducation/Documents/NICHCY_EE_Social_skills.pdf |
| | Series: | | | Author: | Sugai, George; Horner, Robert | | Publication Date: | 2001 | | Abstract: | This presentation discusses what Positive Behavioral Supports is and how PBIS can help provide a continuum of effective and positive learning and teaching environments for all students. | | Publisher: | Center on Positive Behavioral Interventions and Supports (PBIS) | | Pages: | 6 | | Format: | MS-Word | | Target Age: | | | Intended Audience: | | | HTML Version: | www.pbis.org/files/summitpaper.doc | | PDF Version: | |
| | Series: | NCEO Synthesis Report: Number 34 | | Author: | Quenemoen, Rachel F.; Lehr, Camilla A.; Thurlow, Martha L.; Thompson, Sandra J.; and Bolt, Sara | | Publication Date: | 2000 | | Abstract: | This policy study looks at existing and emerging state policies on social promotion to determine the extent to which students with disabilities are included or excluded. Results reflect the status of state polices at one point in time, as determined from publicly available state documents and statutes of 14 states with promotion policies. The analysis showed that policies varied considerably in terms of the bases for promotion decisions (e.g., content, grade level), but that all states used test performance as the primary basis for decisions. Although many interventions were identified for student performance remediation, most states relied on summer school, extended day, or after school programs. All of the 14 states with existing or emerging promotion policies referred to students with disabilities in their policies. However, the application of promotion criteria to students with disabilities was minimal or not clearly stated in many states. The Individualized Education Program typically plays a role in how individual decisions are made for students with disabilities, but varies widely among states. Eight states with policies to end social promotion included specific guidelines about interventions for students with disabilities, yet these state guidelines varied widely. An appendix includes the state policies. (ERIC: Author/CR) | | Publisher: | National Center on Educational Outcomes (NCEO); Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE) | | Pages: | 50 | | Format: | HTML | | Target Age: | | | Intended Audience: | | | HTML Version: | http://cehd.umn.edu/nceo/OnlinePubs/Synthesis34.html | | PDF Version: | |
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