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Direct linkJolivette, Kristine; Sprague, Jeffrey R.; Swoszowski, Nicole C.; McIntosh, Kent; Sanders, Sara – Remedial and Special Education, 2020
A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult…
Descriptors: Juvenile Justice, Institutionalized Persons, Correctional Institutions, Positive Behavior Supports
Wilkerson, Kimber L.; Gagnon, Joseph Calvin; Melekoglu, Macid Ayhan; Cakiroglu, Orhan – Remedial and Special Education, 2012
This study was designed to obtain the first national picture of the characteristics of special educators who provide reading or English instruction in secondary day treatment and residential schools for youth with emotional or behavioral disorders (EBD) as well as their approach to reading instruction. Also, information was collected concerning…
Descriptors: Residential Schools, Behavior Disorders, Special Education Teachers, English Teachers
Ryan, Joseph B.; Reid, Robert; Ellis, Cynthia – Remedial and Special Education, 2008
The use of psychotropic interventions to manage the inappropriate behaviors displayed by students with emotional and behavior disorders has become more common over the past several decades. The efficacious use of these medications requires monitoring students for desired behavioral outcomes as well as potential side effects. Educators are in an…
Descriptors: Feedback (Response), Proximity, Day Schools, Behavior Disorders
Gagnon, Joseph Calvin; Leone, Peter E. – Remedial and Special Education, 2005
Limited information exists about treatment programs for children with emotional and behavioral disorders (EBD) in the elementary grades. This national study provides a description of first-through sixth-grade day treatment and residential schools for students with EBD in two areas: (a) characteristics of schools (e.g., philosophy, accreditation,…
Descriptors: State Departments of Education, Residential Schools, Principals, Behavior Disorders
Peer reviewedCartledge, Gwendolyn; And Others – Remedial and Special Education, 1996
Analysis of social skill self-ratings by 74 adolescents with hearing impairments enrolled in either public or residential schools found that public school students rated their social skills higher than did residential students. Findings are discussed in terms of previous studies, influential variables, and implications for social development and…
Descriptors: Adolescents, Age Differences, Hearing Impairments, Interpersonal Competence
Peer reviewedBalcazar, Fabricio E.; And Others – Remedial and Special Education, 1995
The effects of a goal-setting and help-recruiting training program on the attainment of transition goals were evaluated with six adjudicated male youths with disabilities who resided in a segregated institution. The youths attained 11 of 17 established transition goals, and reported improved satisfaction with their social competencies. (SW)
Descriptors: Behavior Change, Disabilities, Goal Orientation, Help Seeking
