Social Capital Considerations in Transition for Students With Emotional and Behavioral Disabilities

2018 ◽  
Vol 54 (2) ◽  
pp. 83-88 ◽  
Author(s):  
Kristopher Hawk Yeager
Keyword(s):  
Social Capital ◽  
Independent Living ◽  
Transition Planning ◽  
Behavioral Disabilities ◽  
Evidence Based ◽  
Emotional And Behavioral Disabilities ◽  
Transition Outcomes ◽  
Academic Employment ◽  
Over Time ◽  
Students With Ebd

Students with emotional and behavioral disabilities (EBD) continue to have poor transition outcomes despite the continued advancement of evidence-based transition planning practices. Strategies tailored to the specific needs of students with EBD must be researched and disseminated to practitioners. A social capital approach to transition planning for students with EBD is one way to target this population. Social capital, or the power of relationships and networks to provide resources and support, has been linked to improved academic, employment, and independent living outcomes. This article (a) defines social capital as it relates to relationships, networks, and social skills, (b) presents steps for a social capital approach to transition, and (c) discusses a graphic organizer to assist students and transition teams to track social capital over time.

scholarly journals A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities

2019 ◽  
Vol 9 (5) ◽  
pp. 113
Author(s):  
Kirstine J. Melloy ◽  
Francie R. Murry
Keyword(s):  
Social Justice ◽  
Public Education ◽  
Behavioral Disabilities ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Emotional And Behavioral Disabilities ◽  
Positive Behavior Interventions ◽  
Social Justice Allies ◽  
To Receive ◽  
Students With Ebd

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in ourschools. In essence, students with EBD are often denied their civil right to a free and appropriate public education(FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a sociallyjust school when they promote the implementation of multi-tiered systems of support (MTSS) throughevidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens.Implementing these interventions while being social justice allies in socially just schools offer the best opportunityfor students with EBD to receive an equitable and socially just education in schools thereby achieving social justiceregarding their civil right to a FAPE.

Examining Changes in Usability Ratings of Evidence-Based Assessment Over Time

2013 ◽  
Author(s):  
T. Chris Riley-Tillman ◽  
Faith G. Miller ◽  
Sandra M. Chafouleas ◽  
Amy M. Briesch ◽  
Sabina R. Neugebauer ◽  
...  
Keyword(s):  
Evidence Based ◽  
Over Time

Neighborhood Firearm Victimization Rates and Social Capital Over Time

2015 ◽  
Vol 30 (1) ◽  
pp. 81-96 ◽  
Author(s):  
Justin C. Medina
Keyword(s):  
Social Capital ◽  
Longitudinal Data ◽  
Theoretical Framework ◽  
Policy Planning ◽  
Regression Analyses ◽  
Neighborhood Social Capital ◽  
The Relationship ◽  
The U.S ◽  
Over Time ◽  
Victimization Rates

Distribution of firearm victimization is not equal within cities. Victimization can persistently concentrate in a small number of neighborhoods, while others experience very little violence. Theorists have pointed to one possible explanation as the ability of groups to control violence using social capital. Researchers have shown this association at the U.S. county, state, and national levels. Few studies, however, have examined the relationship between neighborhood social capital and violence over time. This study uses longitudinal data to ask whether neighborhood social capital both predicts and is influenced by firearm victimization over 3 years in Philadelphia. The results of several regression analyses suggest that trusting others and firearm victimization are inversely related over time. Implications for neighborhood policy planning and social capital as a theoretical framework are discussed.

Examining barriers and strategies for effective professional or interagency collaboration in secondary transition

2021 ◽  
pp. 1-14
Author(s):  
Elizabeth Magee ◽  
Anthony Plotner
Keyword(s):  
Independent Living ◽  
Technical Assistance ◽  
Transition Planning ◽  
Local Level ◽  
Collaborative Partnerships ◽  
Rehabilitation Professionals ◽  
High School Outcomes ◽  
Service Delivery Systems ◽  
State And Local ◽  
Participant Role

BACKGROUND: For young adults with disabilities, post-high school outcomes in employment, higher education, and independent living are markedly worse than their peers without disabilities. As a result, legislation and research aimed at supporting transitioning students has increased. Further, numerous initiatives that better support youth and families have been implemented at the state and local level. Collaboration within and across service delivery systems has been identified as a critical aspect of transition planning and supports; however, evidence-based research related to the implementation and effects of collaborative partnerships is limited. OBJECTIVE: In the current study, we identify transition professionals’ perceptions of collaborative factors that facilitate and inhibit collaboration. METHOD: This study utilizes a single-state survey research design to examine the viewpoints of transition professions, specifically educators, Vocational Rehabilitation professionals, and community supports providers. RESULTS: Variance in perceptions were found among participant role groups. Specifically, educators as a whole report that time and workload barriers affect their ability to collaborate effectively. Further, findings indicate that ensuring individual collaborative team member responsibility is perceived as an effective strategy. CONCLUSIONS: These findings may be applied to technical assistance providers when developing team-level evaluations to monitor current levels and support needs of collaborative transition planning teams.

Pierre Bourdieu and International Relations

2018 ◽  
Author(s):  
Antonin Cohen
Keyword(s):  
Social Capital ◽  
International Relations ◽  
Social Space ◽  
Pierre Bourdieu ◽  
Golden Thread ◽  
Over Time

Over time, Pierre Bourdieu became an emergent reference in international relations—quite paradoxically, given that Bourdieu himself did not pay much attention to international relations as such. This chapter exhaustively reviews the works of Bourdieu in search of the international, both as a dimension of social capital and as a social space across societies. It then retraces how pioneering scholars used the theory and concepts of Bourdieu to develop their analysis of transnational processes. It also assesses the more recent blossoming of scholarship using Bourdieu in international relations, sometimes at the risk of inconsistency with the theory of Bourdieu. It finally suggests a coherent reconstruction of a theory of transnational fields based on Bourdieu for further research. Throughout the chapter, the notion of field serves as a golden thread to go back to its genealogy, to be found, surprisingly, in international relations.

scholarly journals Three Evidence Based Methods to Compensate for a Lack of Subject Background when Ordering Chemistry Monographs

2008 ◽  
Vol 3 (3) ◽  
pp. 3
Author(s):  
Robert A. Wright
Keyword(s):  
Statistical Analysis ◽  
Statistical Significance ◽  
Evidence Base ◽  
Circulation Rate ◽  
Evidence Based ◽  
Practical Application ◽  
Present Evidence ◽  
Library System ◽  
Over Time ◽  
Selection Of

Objective – The aim of this article is to present evidence based methods for the selection of chemistry monographs, particularly for librarians lacking a background in chemistry. These methods will be described in detail, their practical application illustrated, and their efficacy tested by analyzing circulation data. Methods – Two hundred and ninety-five chemistry monographs were selected between 2005 and 2007 using rigorously-applied evidence based methods involving the Library's integrated library system (ILS), Google, and SciFinder Scholar. The average circulation rate of this group of monographs was compared to the average circulation rate of 254 chemistry monographs selected between 2002 and 2004 when the methods were not used or were in an incomplete state of development. Results – Circulations/month were on average 9% greater in the cohort of monographs selected with the rigorously-applied evidence based methods. Further statistical analysis, however, finds that this result can not be attributed to the different application of these methods. Conclusion – The methods discussed in this article appear to provide an evidence base for the selection of chemistry monographs, but their application does not change circulation rates in a statistically significant way. Further research is needed to determine if this lack of statistical significance is real or a product of the organic development and application of these methods over time, making definitive comparisons difficult.

scholarly journals A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

2018 ◽  
Vol 8 (4) ◽  
pp. 170 ◽  
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta ◽  
Mikayla McHenry-Powell ◽  
Linda Heitzman-Powell ◽  
Katrina Ostmeyer
Keyword(s):  
Systematic Review ◽  
Quality Indicators ◽  
Behavioral Disorders ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Evidence Based ◽  
K 12 ◽  
Students With Ebd

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

scholarly journals Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

10.2196/14816 ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. e14816
Author(s):  
Bo Wang ◽  
Lynette Deveaux ◽  
Sonja Lunn ◽  
Veronica Dinaj-Koci ◽  
Samiran Ghosh ◽  
...  
Keyword(s):  
At Risk ◽  
Hiv Prevention ◽  
Primary Schools ◽  
Implementation Strategies ◽  
Implementation Fidelity ◽  
Prevention Programs ◽  
Evidence Based ◽  
School Based ◽  
National Implementation ◽  
Over Time

Background Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. Objective This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. Methods This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. Results It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. Conclusions The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. International Registered Report Identifier (IRRID) PRR1-10.2196/14816

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