Skills and strategies used to manage aggression and conflict with children in residential settings

2021 ◽  
Author(s):  
Tina Kroll
Keyword(s):  
Aggressive Behavior ◽  
Emotional Disturbance ◽  
Secondary Analysis ◽  
Children And Youth ◽  
Evidence Based ◽  
Youth Workers ◽  
Childhood Disorders ◽  
Evidence Based Practices ◽  
Residential Settings ◽  
Aggressive Behaviours

Residential settings are intended to address more serious problems which include childhood disorders, behavioural issues and emotional disturbance. Dealing with aggressive behaviours has begun to represent a multifaceted issue within residential settings indicating the need to examine the most frequently used skills and strategies of Child and Youth Workers when managing children and youth with aggressive tendencies. It is important to implement skills and strategies that will decrease the aggressive tendencies present in children and youth however the challenge is in determining whether these approaches are productive in residential settings to manage the daily conflict and aggression that occurs. This study is a secondary analysis of data from a study focused on Evidence-Based Practices in Group Care. The purpose of this analysis is to examine the interventions used by Child and Youth Workers to manage aggressive behavior within residential settings and determine what role if any education plays in the reported choice of the strategies they use.

scholarly journals Skills and strategies used to manage aggression and conflict with children in residential settings

2021 ◽  
Author(s):  
Tina Kroll
Keyword(s):  
Aggressive Behavior ◽  
Emotional Disturbance ◽  
Secondary Analysis ◽  
Children And Youth ◽  
Evidence Based ◽  
Youth Workers ◽  
Childhood Disorders ◽  
Evidence Based Practices ◽  
Residential Settings ◽  
Aggressive Behaviours

Residential settings are intended to address more serious problems which include childhood disorders, behavioural issues and emotional disturbance. Dealing with aggressive behaviours has begun to represent a multifaceted issue within residential settings indicating the need to examine the most frequently used skills and strategies of Child and Youth Workers when managing children and youth with aggressive tendencies. It is important to implement skills and strategies that will decrease the aggressive tendencies present in children and youth however the challenge is in determining whether these approaches are productive in residential settings to manage the daily conflict and aggression that occurs. This study is a secondary analysis of data from a study focused on Evidence-Based Practices in Group Care. The purpose of this analysis is to examine the interventions used by Child and Youth Workers to manage aggressive behavior within residential settings and determine what role if any education plays in the reported choice of the strategies they use.

Working Conditions in Self-Contained Settings for Students With Emotional Disturbance

2016 ◽  
Vol 51 (2) ◽  
pp. 83-94 ◽  
Author(s):  
Elizabeth A. Bettini ◽  
Michelle M. Cumming ◽  
Kristen L. Merrill ◽  
Nelson C. Brunsting ◽  
Carl J. Liaupsin
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Working Conditions ◽  
Special Education Teachers ◽  
School Leaders ◽  
Well Being ◽  
Narrative Review ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Emotional Disturbance

Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.

A Team-Based Collaborative Care Model for Youth With Attention-Deficit Hyperactivity Disorder in Education and Health Care Settings

2020 ◽  
pp. 106342662094998
Author(s):  
Elizabeth Talbott ◽  
Andres De Los Reyes ◽  
Thomas J Power ◽  
Jeremy J Michel ◽  
Sarah Jensen Racz
Keyword(s):  
Health Care ◽  
Children And Youth ◽  
Evidence Based ◽  
Science Methods ◽  
Care Model ◽  
Evidence Based Practices ◽  
Health Care Settings ◽  
Hyperactivity Disorder ◽  
Education And Health ◽  
Youth With Adhd

Attention-deficit hyperactivity disorder (ADHD) is among the most commonly diagnosed disorders of children and youth. Young people receive their ADHD diagnoses and medical treatment in primary health care settings and can experience a range of behavioral and educational disabilities treated in the clinic, at home, and at school. We propose a team-based collaborative care model (TBCCM) to foster communication and collaboration among health care and education teams, embedding implementation science methods to promote and sustain evidence-based practices for youth with ADHD. Key features of the model include (a) effective leadership and teamwork within the two universal systems of education and health care, (b) use of data from multiple informants who describe and monitor student behavior within and across contexts, and (c) adoption and adaptation of evidence-based practices. We expect that these efforts to embed implementation science methods within a collaborative team structure will improve the uptake of evidence by intervention teams in the two systems, and thus optimize outcomes for children and youth with ADHD.

scholarly journals Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

2021 ◽  
Author(s):  
Kara Hume ◽  
Jessica R. Steinbrenner ◽  
Samuel L. Odom ◽  
Kristi L. Morin ◽  
Sallie W. Nowell ◽  
...  
Keyword(s):  
Evaluation Process ◽  
Children And Youth ◽  
Future Research ◽  
Evidence Based ◽  
Third Generation ◽  
Adults With Autism ◽  
Evidence Based Practices ◽  
Positive Effects ◽  
The Third ◽  
Youth And Young Adults

AbstractThis systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425–436, 2010a; Prevent School Fail 54(4):275–282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951–1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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