Closing the Achievement Gap of Youth with Emotional and Behavioral Disorders through Multi-Tiered Systems of Support

Autor/inn/en	Benner, Gregory J.; Kutash, Krista; Nelson, J. Ron; Fisher, Marie B.
Titel	Closing the Achievement Gap of Youth with Emotional and Behavioral Disorders through Multi-Tiered Systems of Support
Quelle	In: Education and Treatment of Children, 36 (2013) 3, S.15-29 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1353/etc.2013.0018
Schlagwörter	Academic Achievement; Achievement Gap; Behavior Disorders; Emotional Disturbances; Access to Education; Prevention; Student Needs; Behavior Modification; Positive Reinforcement; Intervention; Learner Engagement; Screening Tests; Teaching Methods; Academic Ability; Classroom Techniques; Group Activities; Teacher Effectiveness; Language Skills; Language Arts + Suchen Sie Ihr Suchwort? Schulleistung; Gefühlsstörung; Education; Access; Bildung; Zugang; Bildungszugang; Prävention; Vorbeugung; Behaviour modification; Verhaltensänderung; Screening-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Gruppenaktivität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language skill; Sprachkompetenz; Sprachkultur
Abstract	It is well documented that youth with or at-risk for emotional and behavioral disorders (E/BD) have severe deficits in their academic functioning. To begin to address these deficits, we focus on the need to close the opportunity gap by providing access to multi-tiered systems of academic prevention, maximizing academic learning time, and providing explicit instruction for youth with E/BD. We offer recommended positive behavior interventions and supports necessary to improve engagement in instruction. Closing the achievement gap using multi-tiered academic supports requires best practices for universal screening and diagnostic assessment to understand youth academic needs. We detail the key elements of explicit instruction directly linked to improved academic performance. We conclude with alterable instruction factors for intensifying instruction and emphasize the need for intensive language instruction for the majority of youth with E/BD. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10