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The Effect of Response Modality on Reading Comprehension Outcomes with the SRSD Instructional Approach for a Youth in a Residential Treatment Facility
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Sara Sanders; Kristine Jolivette; Lauren Hart Rollins; Allyson Pitzel – Preventing School Failure, 2024
The current study evaluated the use of the self-regulated strategy development (SRSD) instructional approach to teach the TRAP mnemonic (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph) and its impact on youth reading comprehension performance. The TRAP mnemonic was taught to an…
Descriptors: Reading Comprehension, Teaching Methods, Residential Institutions, Adolescents
"TRAP Is Legit!" Using Self-Regulated Strategy Development to Teach Reading Comprehension in a Residential Treatment Facility
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Sanders, Sara; Hart Rollins, Lauren; Michael, Elizabeth; Jolivette, Kristine – Preventing School Failure, 2022
This study investigated the effectiveness of the self-regulated strategy development (SRSD) instructional approach with middle school youth with behavior challenges served in a residential treatment facility. Youth were taught the TRAP ("T"hink before reading, "R"ead a paragraph, "A"sk what is the main idea/important…
Descriptors: Reading Instruction, Reading Comprehension, Middle School Students, Behavior Disorders
An Examination of the Feasibility and Implementation Fidelity of a Multi-Component Treatment Program for Students with EBD
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Rondy Yu; Wesley A. Sims – Preventing School Failure, 2024
The practice of serving students with emotional and behavioral challenges in the United States has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (EBD) have identified a range of empirically supported interventions to improve outcomes for students with EBD. This study sought…
Descriptors: Feasibility Studies, Program Implementation, Fidelity, Emotional Disturbances
Building Student-Teacher Relationships in an Alternative Education Setting: A Qualitative Interview Study
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Kennedy, Alana M.; Haydon, Todd; Plano Clark, Vicki L. – Preventing School Failure, 2023
The aim of the present qualitative interview study was to explore how teachers working at an alternative education setting serving students with emotional and behavioral disorders (EBD) build relationships with their students. In-depth interviews with five instructors resulted in the development of seven interrelated themes concerning the key…
Descriptors: Teacher Student Relationship, Nontraditional Education, Emotional Disturbances, Behavior Disorders
Expanding the Gaze and Moving the Needle: Inclusion for Students with EBD
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Lanterman, Christopher; Lockwood, Adam B.; Sealander, Karen; Winans, Shannon; Novelli, Michelle – Preventing School Failure, 2021
Students with emotional and behavioral disorders (EBD) can be successfully placed in general education classrooms with evidence-based practices such as positive behavior interventions and supports and self-management practices. Still, less than half of all students with EBD are placed in the general education classroom for 80% of the school day.…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Inclusion