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Social skills training (SST) is increasingly used as an adjunct to academic interventions for children and youth with learning disabilities (LD). A brief context and an…
Social skills training (SST) is increasingly used as an adjunct to academic interventions for children and youth with learning disabilities (LD). A brief context and an overview of SST are provided and the issue related to the establishment of SST efficacy via extant meta-analyses is described. Generally, outcomes for SST efficacy are mixed, at best, with very little evidence of strong efficacy effects across the literature.
The purpose of this paper is too investigate whether race moderates the relationship between job characteristics (job demands and job resources) and negative and positive…
The purpose of this paper is too investigate whether race moderates the relationship between job characteristics (job demands and job resources) and negative and positive WHI (work‐home interaction) in a sample of white and African South African police members.
Questionnaires were distributed to African (n=197) and white (n=222) ranked police members in the North West Province of South Africa. Hierarchical multiple regression and moderated multiple regression analyses were used to analyse the data.
The results showed that race had moderating effects on the relationship between the positive spill‐over of mood and overload, as well as the relationship between the positive spill‐over of skills and overload. No interaction terms were found significant for the relationships between job characteristics and negative time‐based WHI, or for the relationships between job characteristics and negative strain‐based WHI. It is therefore concluded that race does not moderate the relationship between job characteristics and negative WHI.
The paper will raising awareness among police members and police management about the effect of job characteristics on WHI. This can provide a platform from which to start addressing issues that could decrease police stress.
This paper shows that although South Africa is working towards uniting all South Africans as a nation, differences between race groups should still be acknowledged and addressed appropriately.
Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has…
Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has been used to target and ameliorate disruptive student behavior for students with learning and behavioral disabilities. A review of two movement-based interventions – Brain Gym® and antecedent bouts of exercise – reveals different levels of research support. Brain Gym®, a commercial movement-based curriculum, is not supported by extant empirical research. Alternatively, a growing body of research empirically supports antecedent bouts of exercise as an effective behavioral intervention. This chapter provides a description and review of research for each intervention. Implications for instructional practice and recommendations are provided.
This chapter addresses emotional and behavioral disorders (EBD) in the larger context of special education. The author suggests that EBD, like special education more…
This chapter addresses emotional and behavioral disorders (EBD) in the larger context of special education. The author suggests that EBD, like special education more generally, has been distracted by issues such as labeling, disproportionality, and inclusion rather than keeping a clear focus on instruction. Revisionist history has led to misunderstanding of what special education is and does. A more promising future for the field depends on focusing on instruction, embracing scientific research, developing checklists and manuals to guide practice that are based on scientific evidence whenever possible, working for sustained student success, and using language more carefully and precisely.
Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the…
Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United States, an approximate 15% of youth meet diagnostic criteria for emotional or behavioral problems. Furthermore, less than one in every five children that present with such needs receive mental health services. Individual, family, and system barriers such as transportation, competing demands, and long waiting lists have negatively impacted access to mental health services. Therefore, the school system has become the “de facto” mental health system for children and adolescents, in part because of the significant time students spend at school. However, meeting the needs of students with behavioral or emotional problems within the school system poses its own challenges. Schools have reported being limited in their ability to deliver basic mental wellness to students due to the lack of available resources. Specifically, there is a shortage of school-employed mental health personnel and the ratio of student to mental health professional is two to three times larger than recommended. Expanded school mental health programs are partnered systems that utilize existing services and collaborate with community mental health (CMH) professionals at each level of the three-tiered system. This partnership enables CMH staff gain access to youth with emotional and behavioral problems, resulting in increased prevention and intervention services for students. Additionally, a coordinated effort such as student-transition services has an integral role of facilitating the process from the school system to postsecondary employment, training, and or additional education.
Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and…
Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral disabilities are disfluent readers. To improve reading performance for these learners, educators should implement practices shown by reliable research to cause improved reading fluency. In this chapter, following a discussion of reading fluency and its importance, we describe two instructional practices that educators might use to improve students’ reading fluency: colored filters and repeated reading. The research on the colored filters is, at best, inconclusive, whereas the research literature suggests that repeated reading is an effective practice. To bridge the gap between research and practice and improve the reading fluency of students with learning and behavioral disabilities, educators and other stakeholders should prioritize the use of research-based practices (e.g., repeated reading) but avoid practices without clear research support (e.g., colored filters).
We present and explain several reasons that special education as a field has not been served well by the lessons of our history, but has the extraordinary opportunity, if…
We present and explain several reasons that special education as a field has not been served well by the lessons of our history, but has the extraordinary opportunity, if not responsibility, to learn from history and use these lessons to guide practice. Our premises include (a) special educators may be less aware of their past than professionals in other disciplines, and thus less likely to build on this past; (b) given the relatively short history of the field as we know it today, we have access to many leaders who shaped policy and practice in special education; and (c) special education faces crossroads in many respects, and these have the potential to drastically re-shape or re-define special education. As such, we believe that contextualizing our present and future direction in an understanding of our past is critical now more than ever.
The purpose of this paper is to analyse how elite politicians in opposition in the Norwegian parliament use information when responding to government propositions and…
The purpose of this paper is to analyse how elite politicians in opposition in the Norwegian parliament use information when responding to government propositions and investigate if Chatman’s small world conception can explain the socially and economically highly privileged groups’ approach to information.
The qualitative analysis of the data consisting of eight interviews with seven members of parliament (MPs) and one political advisor is based on a selective coding grounded to Chatman’s six propositions on life in the round.
The overall findings indicate that elite politicians’ information practices concentrate in mastering the flow of information and admitting attention selectively, but on broad topics. Whereas MPs information practices within an intentional approach (i.e. to be used in political responses and debates) aligned with the small world idea, the nebulous approach (i.e. keeping updated on societal issues) breaks the boundaries of their “small worlds”.
The study provides a glimpse into information practises of a little studied group, elite politicians. Moreover, it applies Chatman’s conception of small world in a novel manner.
Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the…
Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past decade. Consideration of the implications of these constructs for high-performance human resource practices (HPHRP) is limited, however. In this monograph, we present a conceptual model that integrates authentic leadership/followership theory with theory and research on HPHRP. Then, we apply this model to systematically consider the implications of skill-enhancing, motivation-enhancing, and opportunity-enhancing HR practices in combination with authentic leadership for authentic followership, follower work engagement, and follower performance. We contend that authentic leadership, through various influences processes, promotes HPHRP, and vice versa, to help foster enhanced work engagement. By cultivating greater work engagement, individuals are motivated to bring their best, most authentic selves to the workplace and are more likely to achieve higher levels of both well-being and performance.