Effectively Integrating CBT Counseling Into School Services

2018 ◽  
Keyword(s):  
School Services

Linking Specialty Care With School Services

2014 ◽  
Author(s):  
Cody A. Hostutler ◽  
Katrina S. Hermetet ◽  
Edward S. Shapiro
Keyword(s):  
Specialty Care ◽  
School Services

Current Issues in School Services for Students with Autism

1985 ◽  
Vol 14 (2) ◽  
pp. 166-170
Author(s):  
J. Gregory Olley ◽  
Susan L. Rosenthal
Keyword(s):  
School Services ◽  
Students With Autism

scholarly journals Predictors of Receipt of School Services in a National Sample of Youth With ADHD

2018 ◽  
Vol 23 (11) ◽  
pp. 1303-1319 ◽  
Author(s):  
George J. DuPaul ◽  
Andrea Chronis-Tuscano ◽  
Melissa L. Danielson ◽  
Susanna N. Visser
Keyword(s):  
Behavior Management ◽  
Classroom Behavior ◽  
Individualized Education Program ◽  
National Sample ◽  
Social Impairment ◽  
Educational Support ◽  
School Services ◽  
Students With Adhd ◽  
504 Plan ◽  
Reported Data

Objective: The objective of the study is to describe the extent to which students with ADHD received school-based intervention services and identify demographic, diagnostic, and impairment-related variables that are associated with service receipt in a large, nationally drawn sample. Method: Parent-reported data were obtained for 2,495 children with ADHD aged 4 to 17 years from the National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA). Results: The majority (69.3%) of students with ADHD currently receive one or more school services. Educational support (62.3%) was nearly twice as prevalent as classroom behavior management (32.0%). More than 3 times as many students with ADHD had an individualized education program (IEP; 42.9%) as a Section 504 plan (13.6%). Conclusion: At least one in five students with ADHD do not receive school services despite experiencing significant academic and social impairment, a gap that is particularly evident for adolescents and youth from non–English-speaking and/or lower income families.

Medicaid Personal Care Services for Children With Intellectual Disabilities: What Assistance Is Provided? When Is Assistance Provided?

2014 ◽  
Vol 52 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Timothy R. Elliott ◽  
Ashweeta Patnaik ◽  
Emily Naiser ◽  
Constance J. Fournier ◽  
Darcy K. McMaughan ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Assessment Procedure ◽  
Care Planning ◽  
Personal Care ◽  
Planning Tool ◽  
School Services ◽  
Care Services ◽  
Service Patterns ◽  
Policies And Programs ◽  
Families With Children

Abstract We report on the nature and timing of services provided to children with an intellectual disability (ID) identified by a new comprehensive assessment and care planning tool used to evaluate children's needs for Medicaid Personal Care Services (PCS) in Texas. The new assessment procedure resulted from a legal settlement with the advocacy community. Participants in the study were 1,109 children ages 4–20 with an intellectual disability diagnosis who were assessed between January and April of 2010. The need for assistance is higher on Saturday and Sunday, when school services are not available. We report differences in service patterns for children who vary in ID severity. Finally, we consider the implications of our results for policies and programs that serve families with children with an ID.

scholarly journals Exploring Dimensions of Teachers’ OCB from Stakeholder’s Perspective: A Study in India

2016 ◽  
Author(s):  
Musarrat Shaheen ◽  
Ritu Gupta ◽  
Y.L.N Kumar
Keyword(s):  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Qualitative Evaluation ◽  
Citizenship Behavior ◽  
After School ◽  
Future Research ◽  
Role Behavior ◽  
School Services ◽  
School Based ◽  
Job Behaviors

Parents are real beneficiaries of school services. Their involvement in school based activities has changed the role breadth of teachers. Schools can handle this parental involvement through the extra-role behaviors of teachers. These beyond the job behaviors or organizational citizenship behaviors (OCB) of teachers are crucial for the schools. Despite the prescribed roles and duties, the schools cannot predict and infer through formally stated in-role job description, the entire range of extra-role behavior exhibited by teachers during and after school. In this study, teacher’s role breadth is examined under the broad spectrum of Organizational Citizenship Behavior (OCB) which resulted into a conceptual model on the determinants of teacher’s OCB. A qualitative evaluation (grounded theory) of 40 interviews has been conducted with all the stakeholders of school in India viz., principals, fellow-teachers, students, and parents. The most striking finding is that teachers are displaying prosocial behavior. Teacher’s OCB is found to have three determinants—OCB-Individual, OCB-Organization and OCB-Prosocial. Involvement of parents in school are redesigning and affecting the actions of teacher. Further, the implications and directions for future research have also been discussed.

scholarly journals Mouvements Armés, Déplacements Forcés Et Enseignement/Apprentissage Dans Les Établissements Scolaires Des Pays Aux Abords Du Lac Tchad

2018 ◽  
Vol 14 (29) ◽  
pp. 152
Author(s):  
Mahamat Alhadji
Keyword(s):  
Teaching And Learning ◽  
Refugee Children ◽  
Boko Haram ◽  
Refugee Students ◽  
Lake Chad ◽  
School Services ◽  
Attitudes And Practices ◽  
Learning Conditions ◽  
Teaching Learning

In a context marked by fear and instability of the populations, this article describes the influence of the armed movements as well as forced displacements caused by the exactions of the Boko Haram sect on the teaching and learning in schools of refugee children in countries bordering Lake Chad. The study conducted in the Minawao External Refugee Camp and the Zamani IDP site in the Far North Region of Cameroon reveals that crisis situations have a significant impact on the teaching/learning of refugee children. This influence can be seen through the learning conditions and difficult school pathways of refugee students in the Minawao and Zamai camps. In addition, the attitudes and practices of teachers, the quality of supervision and effective monitoring of students by their parents appear as other real niches that should not be lost sight of. Thus, it would be important for all refugee students arriving in camps to benefit from continuity of appropriate school services in order to match the teaching and learning of refugee children with the education systems of Lake Chad countries.

scholarly journals THEORETICAL MODELLING OF THE COLLABORATION BETWEEN CONSUMERS AND PROVIDERS OF EDUCATIONAL SERVICES IN THE IMPLEMENTATION OF SCHOOL’S MISSION

2018 ◽  
Vol 1 (8) ◽  
pp. 24
Author(s):  
Aušrinė Gumuliauskienė ◽  
Jovita Starkutė
Keyword(s):  
Theoretical Model ◽  
Value Creation ◽  
Meta Analysis ◽  
Essential Elements ◽  
Theoretical Modelling ◽  
Theoretical Interpretation ◽  
Educational Services ◽  
School Services ◽  
Collaboration Process

<em>The article deals with the problem of the collaboration between consumers and providers of educational services in the implementation of school’s mission. The concept of the consumers and providers of school services has been presented, the mission of the school of today has been defined, the contradictions of its implementation in the postmodern society have been highlighted, the importance of the collaboration between parents as consumers of educational services and pedagogues as providers of educational services in the implementation of school’s mission has been substantiated, the factors conditioning collaboration, the principles determining the involvement and participation of the consumers of educational services, and the essential elements of collaboration have been actualized. A theoretical interpretation of the concept of value creation in interaction has been presented. Referring to the analysis and meta-analysis of the development and structure of the collaboration process at school a theoretical model of the development of collaboration between consumers and providers of educational services at school has been conceptualized</em>

scholarly journals PERAN ORANG TUA DALAM PERTUMBUHAN SPIRITUALITAS ANAK: SEBUAH STUDI EKSEGETIS EFESUS 6:1-4

2018 ◽  
Vol 4 (2) ◽  
pp. 116-129
Author(s):  
Waharman Waharman
Keyword(s):  
Spiritual Growth ◽  
Sunday School ◽  
Early Age ◽  
School Services ◽  
The Family ◽  
Role Of Parents ◽  
The Church

The role of parents for their children in spiritual growth is very important, and starting from an early age, teaching for children's spiritual growth is not only given to the church, or during Sunday school services but the most important and most important is the role of parents in the family for her children. If noted, there are still many parents who do not realize the importance of their role as parents to educate the spiritual growth of their children. Therefore through this paper, we try to remind the important role of parents in the growth of children.

Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms

1999 ◽  
Vol 20 (4) ◽  
pp. 244-256 ◽  
Author(s):  
Thomas W. Farmer ◽  
Richard M. Van Acker ◽  
Ruth Pearl ◽  
Philip C. Rodkin
Keyword(s):  
Problem Behavior ◽  
Students With Disabilities ◽  
Group Membership ◽  
Peer Group ◽  
Peer Groups ◽  
Sixth Grade ◽  
Elementary Classrooms ◽  
Network Centrality ◽  
School Services ◽  
Social Network Centrality

Peer-assessed problem behavior was examined in relation to peer group membership and social network centrality (social prominence) in 59 fourth-, fifth-, and sixth-grade classes. Differences among students with and without disabilities were explored. Peer assessments for Starts Fights, Gets in Trouble, and Disruptive were used to identify students with high levels of problem behavior. Students with high peer-assessed problem behavior tended to associate with peers who shared their behavioral features, and they were as socially prominent as students with low problem behavior. Most students with high peer-assessed problem behavior were students without disabilities, but students with disabilities were overrepresented at the highest levels of problem behavior. Within prominent problem behavior peer groups, students without disabilities tended to have higher prominence than students with disabilities. Implications for school services are discussed.

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