Chronic and Severe School Attendance Problems

2019 ◽  
pp. 123-140
Author(s):  
Christopher A. Kearney
Keyword(s):  
School System ◽  
Progress Monitoring ◽  
School Attendance ◽  
Educational Programs ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Full Time ◽  
School Absenteeism ◽  
Alternative Educational Programs ◽  
Legal Strategies

Chapter 7 covers approaches to address enduring and severe cases of problematic school absenteeism. These interventions refer to those directed toward students with complex or longstanding problems who require a broader approach and progress monitoring across various areas. This includes alternative educational programs, legal strategies, and accommodation plans. Chapter 7 also offers ideas about working with youths who have already departed the school system. In addition, guidelines are presented to address challenging scenarios and examples of various pathways to graduation that do not necessarily involve full-time attendance in a regular classroom setting.

When Children Refuse School

2018 ◽  
Author(s):  
Christopher A. Kearney ◽  
Anne Marie Albano
Keyword(s):  
Externalizing Behavior ◽  
Juvenile Justice System ◽  
School Attendance ◽  
Behavioral Therapy ◽  
Functional Model ◽  
School Refusal ◽  
Regular Classroom ◽  
Classroom Setting ◽  
School Absenteeism ◽  
School Refusal Behavior

Problematic school absenteeism is the primary focus of When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Therapist Guide. Youths who complete high school are more likely to experience greater success at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, and dropout. The treatment program presented here is designed for youths with primary and acute school refusal behavior. The program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. For children who refuse school to avoid school-based stimuli that provoke negative affectivity, the treatment uses child-based psychoeducation, somatic control exercises, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For children who refuse school to escape aversive social and/or evaluative situations, the treatment uses child-based psychoeducation, somatic control exercises, cognitive restructuring, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For youths who refuse school to pursue attention from significant others, parent-based treatment includes modifying parent commands, establishing regular daily routines, developing rewards, reducing excessive reassurance-seeking behavior, and engaging in forced school attendance. For youths who refuse school to pursue tangible rewards outside of school, family-based treatment includes contingency contracts, communication skills, escorting the child to school and from class to class, and peer refusal skills.

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

scholarly journals CHILD LABOR AND THE EDUCATION OF A SOCIETY

2009 ◽  
Vol 13 (2) ◽  
pp. 220-249 ◽  
Author(s):  
Clive Bell ◽  
Hans Gersbach
Keyword(s):  
Human Capital ◽  
Child Labor ◽  
Capital Accumulation ◽  
Formal Education ◽  
School Attendance ◽  
Compulsory Education ◽  
Child Rearing ◽  
Full Time ◽  
Initial State ◽  
Continuous Growth

This paper analyzes policies by means of which a whole society in an initial state of illiteracy and low productivity can raise itself into a condition of continuous growth. Using an overlapping generations model in which human capital is formed through child rearing and formal education, we show that an escape from a poverty trap, in which children work full time and no human capital accumulation takes place, is possible through compulsory education or programs of taxes and transfers. If school attendance is unenforceable, temporary inequality is unavoidable if the society is to escape in finite time, but long-run inequalities are avoidable provided sufficiently heavy, but temporary, taxes can be imposed on the better off. Programs that aim simply at high attendance rates in the present can be strongly nonoptimal.

scholarly journals GENDER TRANSFORMATION OF EDUCATION IN THE ARCHITECTURAL AND CONSTRUCTION INDUSTRY

2021 ◽  
pp. 110-118
Author(s):  
O. CHELNOKOV ◽  
S.V. SOLOHUBOVA ◽  
I.A. SHVETS ◽  
D.D. HIRKINA ◽  
V.A. HOLUBIEVA
Keyword(s):  
Gender Equality ◽  
Construction Industry ◽  
Technical Education ◽  
Educational Programs ◽  
Full Time ◽  
Technical Base ◽  
Gender Transformation ◽  
To Receive ◽  
Academic Year ◽  
Historical Periods

ormulation of the problem. The paper examines the gender transformation of education in the field of architecture and construction and conducts a thorough analysis of gender equality of students of the Dnieper State Academy of Civil Engineering and Architecture (PSACEA) when entering various faculties. Purpose: to investigate the gender equality of PSACEA students. Objectives: 1. To analyze the opportunities of women to receive higher technical education in different historical periods. 2. Investigate the ratio of boys and girls among full-time students of PSACEA when entering various faculties, as well as the opportunity to receive a scholarship. During the study, the data of 2214 PSACEA students as of February 2020−21 academic year were analyzed. Theoretical analysis and generalization of scientific and methodological literature were conducted to study the trends of gender transformation of education in different historical periods. Particular attention was paid to the study of women's opportunities for education in the field of architecture and construction. During the study, experimental data were processed using conventional methods of mathematical statistics. Conclusions: The study allows us to establish the gender equality of students in PSACEA. The analysis of publications showed that in previous historical periods, the representatives of the architectural and construction industry were mostly men. The growing number of girls in traditionally “male” specialties in the field of architecture and construction requires the modernization of educational programs and material and technical base and their adaptation to the capabilities of students of different genders, which can positively affect the encouragement of applicants during the introductory campaign.

Stimulant Medications and the Classroom Attention-to-Task and Deviant Social Behaviors of Twelve Hyperactive Males

1980 ◽  
Vol 3 (1) ◽  
pp. 19-27
Author(s):  
Richard L. Simpson ◽  
Carol Ann Reece ◽  
Ralph Kauffman ◽  
Fowler Jones
Keyword(s):  
Drug Treatment ◽  
Drug Evaluation ◽  
Classroom Observation ◽  
Positive Influence ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Double Blind ◽  
Evaluation Strategies ◽  
Stimulant Medications ◽  
Attention To Task

Twelve hyperactive males, ages 6 to 12, were treated with methylphenidate, d-amphetamine and a placebo under double-blind conditions. Each of the subjects was evaluated via a structured classroom observation procedure in his regular classroom setting over a continuous 30-week period to determine the influence of the medication on classroom functioning. Individual analysis of subjects' data revealed that the drug treatment was associated with variant levels of positive influence. The significance of objective multidisciplinary drug evaluation strategies is stressed.

The Evolution of Securing the American K-12 Educational Environment With Armed Police Officers

2019 ◽  
pp. 493-508 ◽  
Author(s):  
Jiletta Kubena ◽  
J. Harrison Watts
Keyword(s):  
School Violence ◽  
Police Officers ◽  
School System ◽  
Media Coverage ◽  
Educational Environment ◽  
Full Time ◽  
School Security ◽  
Wide Range ◽  
Dramatic Shift ◽  
K 12

Over the course of time we have seen a dramatic shift in the protection and security of our school system. With the increasing media coverage of school violence the general public has responded with a demand and a push for a safer educational environment for our children. This chapter addresses the movement from very limited school security through full time armed police officers responsible for the school campus. The chapter focuses on policy response to school shootings and covers a wide range of police and school response.

Problem Solving: The Third Dimension in Mathematics Teaching

1988 ◽  
Vol 81 (1) ◽  
pp. 16-21
Author(s):  
George Gadanidis
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Generalized Model ◽  
The Third ◽  
Third Dimension

A witty Frenchman once said, “All generaliza tions are fa lse, including this one.” What follows is a discussion of a generalized model of mathematics teaching and its relation to problem solving. I find this model useful because it supplies a framework for problem solving in a regular classroom setting

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