Reliability of Frequent Retrospective Behavior Ratings for Elementary School Students with EBD

2009 ◽  
Vol 34 (4) ◽  
pp. 212-222 ◽  
Author(s):  
Mack D. Burke ◽  
Kimberly Vannest ◽  
John Davis ◽  
Cole Davis ◽  
Richard Parker
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Progress Monitoring ◽  
Emotional And Behavioral Disorders ◽  
Teacher Behavior ◽  
School Students ◽  
Behavior Ratings ◽  
Preliminary Examination ◽  
Progress Monitor

This study is a preliminary examination of the reliability of frequent retrospective teacher behavior ratings. Frequent retrospective behavior ratings are an approach for creating scales that can be used to monitor individual behavioral progress. In this study, the approach is used to progress monitor behavioral individualized education plan goals for 7 students with, or at risk of, emotional and behavioral disorders. Reliability was examined for both quantitative-based and qualitative judgment-based retrospective teacher behavior ratings. Quantitative-based behavior ratings focused primarily on frequency and duration scales, whereas qualitative-based behavior ratings focused on topography and intensity scales. Findings indicated that reliability can be adequately achieved, although there is variability depending on the type of scale. Implications are discussed as they relate to progress monitoring individual behavioral goals and examining responsiveness to intervention.

Peer Prompting and Reinforcement for Supporting Positive Behavioral Development in Students With EBD

2021 ◽  
pp. 107429562110220
Author(s):  
Jing Wang ◽  
Daniel M. Maggin ◽  
Kary Zarate
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Behavioral Development ◽  
Positive Behavior ◽  
School Students ◽  
Behavioral Skills ◽  
Step Process

Peer-mediated interventions (PMIs) are an effective support for students with emotional and behavioral disorders (EBD) for improving targeted behavioral skills. As one of the most important strategies in PMI, peer prompting and reinforcement (PR) provides an effective approach for developing and maintaining positive behavior. This article provides practitioners serving elementary school students with and/or at risk for EBD with a step-by-step process for implementing PMI using PR strategy, including steps for intervention intensification when data suggest that as a path forward.

Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series

2017 ◽  
Vol 51 (4) ◽  
pp. 315-319 ◽  
Author(s):  
David L. Coker ◽  
Young-Suk Grace Kim
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Written Expression ◽  
School Students ◽  
Students At Risk ◽  
Writing Difficulties ◽  
Special Series ◽  
Effective Interventions ◽  
Critical Issues

In this introduction to the special series “Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression,” we consider some of the contextual factors that have changed since a similar special issue was published in the Journal of Learning Disabilities in 2002. We also explore how the five articles included in this special series address the following important themes: early writing development, identification of students with writing difficulties, and effective interventions for struggling writers. In conclusion, we envision future directions to advance the field.

scholarly journals Prediction of Children’s Blood Lead Levels from Exposure to Lead in Schools’ Drinking Water—A Case Study in Tennessee, USA

Water ◽  
2020 ◽  
Vol 12 (6) ◽  
pp. 1826 ◽  
Author(s):  
Dave DeSimone ◽  
Donya Sharafoddinzadeh ◽  
Maryam Salehi
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Drinking Water ◽  
Secondary School ◽  
Elementary School Students ◽  
Secondary School Students ◽  
Lead Concentration ◽  
School Students ◽  
Concentration Data ◽  
Soil Lead

Lead (Pb) exposure can delay children’s mental development and cause behavioral disorders and IQ deficits. With children spending a significant portion of their time at schools, it is critical to investigate the lead concentration in schools’ drinking water to prevent children’s exposure. The objectives of this work were to predict students’ geometric mean (GM) blood lead levels (BLLs), the fractions of at-risk students (those with BLLs > 5 μg/dL), and the total number of at-risk students in one Tennessee school district. School drinking water lead concentration data collected in 2019 were input into the Integrated Exposure Uptake Biokinetic (IEUBK) model and the Bowers’ model to predict BLLs for elementary school students and secondary school students, respectively. Sensitivity analyses were conducted for both models. Drinking water concentrations were qualitatively compared with data collected in 2017. Two scenarios were evaluated for each model to provide upper and median estimates. The weighted GM BLL upper and median estimates for elementary school students were 2.35 μg/dL and 0.99 μg/dL, respectively. This equated to an upper estimate of 1300 elementary school students (5.8%) and a median estimate of 140 elementary school students (0.6%) being at risk of elevated BLLs. Similarly, the weighted GM BLL upper and median estimates for secondary school students were 2.99 μg/dL and 1.53 μg/dL, respectively, and equated to an upper estimate of 6900 secondary school students (13.6%) and a median estimate of 300 secondary school students (0.6%) being at risk of elevated BLLs. Drinking water remediation efforts are recommended for schools exhibiting water lead concentrations greater than 15 μg/L. Site-specific soil lead concentration data are recommended since the IEUBK was deemed sensitive to soil lead concentrations. For this reason, soil lead remediation may have a greater impact on lowering children’s BLLs than drinking water lead remediation. Remediation efforts are especially vital at elementary schools to reduce the population’s baseline BLL and thus the BLL projected by Bowers’ model.

scholarly journals GAMBARAN MENYIKAT GIGI TERHADAP TINGKAT KEBERSIHAN GIGI DAN MULUT PADA MURID KELAS V DI MIN 9 KECAMATAN ULEE KARENG KOTA BANDA ACEH

2018 ◽  
Vol 5 (2) ◽  
pp. 149
Author(s):  
Linda Suryani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Oral Hygiene ◽  
Tooth Brushing ◽  
School Students ◽  
Once Daily ◽  
Preliminary Examination ◽  
The Status ◽  
Tooth Surfaces ◽  
Banda Aceh

Oral and oral hygiene is a condition that is free of disorders that can affect the level of oral hygiene such as plaque and tartar. Brushing teeth can prevent the occurrence of food debris on the sidelines of teeth and tooth surfaces. Based on preliminary interviews on 10 children MIN 9 Banda Aceh, 7 of them frequency and time brushing teeth is not true, because they brush their teeth only in the morning when bathing in the morning only. From the preliminary examination conducted by the authors on 10 students, 6 of them had mean bad OHI-S (3.5), and 3 of them had average moderate OHI-S (1,3), and 1 of them had flat good OHI-S (0.8). This study aims to determine the description of toothbrushing to the level of oral hygiene in grade V students in MIN 9 Banda Aceh. This research is descriptive, conducted on 13 June to 14 June 2013. The population is 35 students MIN 9 Banda Aceh. The sample in this research is 35 students. The results showed that the dental and oral hygiene status in terms of tooth brushing frequency in the students of MIN 9 Banda Aceh City has OHI-S criteria being as many as 10 people (58.8%). While the status of dental and oral hygiene in terms of how to brush teeth on Elementary School students Lameu Sakti district Pidie has OHI-S criteria are as many as 9 people (56.3%). And dental and oral hygiene status in terms of brushing time on students MIN 9 Banda Aceh city has OHI-S criteria being as many as 10 people (58.8%). It can be concluded that students who brush once-daily teeth have moderate OHI-S criteria and students who brush their teeth in the morning bath also have moderate OHI-S criteria. It is suggested to students of MIN 9 Banda Aceh to pay more attention to oral hygiene.

scholarly journals Perilaku Bullying Fisik Dan Lokasi Kejadian Pada Siswa Sekolah Dasar

2019 ◽  
Vol 10 (1) ◽  
pp. 135
Author(s):  
Yulastri Arif ◽  
Dwi Novrianda
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Rural Areas ◽  
Random Sampling ◽  
Physical Violence ◽  
Sampling Technique ◽  
School Students ◽  
Bullying Behavior ◽  
Physical Bullying

ABSTRAK  Perilaku kekerasan fisik pada anak dewasa ini telah menjadi issue strategis di Indonesia,baik dikota-kota besar maupun dipedesaan, namun belum ada angka pasti tentang berapa besar prevalensi kejadiannya terutama yang dialami siswa sekolah dasar. Tujuan.penelitian ini untuk mengidentifikasi perilaku bullying fisik pada siswa sekolah dasar dan  lingkungan sekolah yang berisiko sebagai lokasi perlakuan bullying.Desain penelitian berupa survey dengan subjek siswa kelas IV-VI sekolah dasar negeri dan swasta di Kota Padang. Penelitian berlangsung pada bulan Sepetember sampai November 2016. Tehnik pengambilan sampling dilakukan dengan proporsional random sampling dengan jumlah total sampel 202 siswa. Hasil penelitian ditemukan delapan tindakan fisik yang diterima siswa sekolah dasar korban bullying yaitu : dipukul, didorong, digigit, dijambak, ditendang, dikunci di  kelas, dicubit, diambil barang, dan dicakar. Lingkungan sekolah yang teridentifikasi sebagai tempat tindakakan bullying ada di lima lokasi yaitu  ruang kelas, lokasi istirahat, kantin, kamar mandi dan saat berangkat ke sekolah. Jadi dapat disimpulkan tindakan Bullying fisik yang paling banyak diterima siswa SD Negeri 13 Ulak Karang, SD Negeri 1 Air Tawar, SD Pertiwi dan SD Aisyah kota Padang adalah dicubit, ditendang dan dipukul, sedangkan perilaku fisik berupa digigit merupakan proporsi yang paling rendah dan lingkungan sekolah yang paling berisiko tempat terjadinya tindakan kekerasan adalah dikamar mandi.Kata kunci : Bullying fisik, sekolah dasar, lokasi tindakan kekerasan Physical Bullying Behavior and Location of Events in Elementary School Students ABSTRACT  Today's physical violence behavior has become a strategic issue in Indonesia, both in big cities and in rural areas, but there is no exact figure about the prevalence of the incidence, especially for primary school students. The purpose of this study is to identify physical bullying behavior in elementary school students and at risk school environments as the location of bullying treatment.The research design was in the form of a survey with the subject of grade IV-VI students from public and private elementary schools in the city of Padang. The study took place from September to November 2016. The sampling technique was carried out by proportional random sampling with a total sample of 202 students. The results of the study found eight physical actions received by elementary school students who were victims of bullying, namely: being beaten, pushed, bitten, grabbed, kicked, locked in class, pinched, taken, and scratched. The school environment identified as a place for bullying acts is in five locations, namely classrooms, resting locations, canteens, bathrooms and when going to school. So it can be concluded that the physical bullying that is most accepted by students at SD Negeri 13 Ulak Karang, SD Negeri 1 Air Tawar, SD Pertiwi dan SD Aisyah in Padang is pinched, kicked and beaten, while the physical behavior of being bitten is the lowest proportion and environment the school most at risk of the occurrence of acts of violence is in the bathroom. Keywords: Physical bullying, elementary school, location of acts of violence

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