Home-school Collaboration and Bullying: An Ecological Approach to Increase Social Competence in Children and Youth

Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed.

Download Full-text

Educational Interventions for Students with Attention Deficit Disorder

Council review ◽

10.1177/001440299306000210 ◽

1993 ◽

Vol 60 (2) ◽

pp. 163-173 ◽

Cited By ~ 39

Author(s):

Thomas A. Fiore ◽

Elizabeth A. Becker ◽

Rebecca C. Nero

Keyword(s):

Attention Deficit ◽

Attention Deficit Disorder ◽

Behavior Management ◽

Educational Interventions ◽

Educational Programs ◽

Home School ◽

Academic Instruction ◽

School Collaboration

This article reviews the current research-based knowledge on nonpharmacological interventions for students with ADD and highlights findings related to behavior management, academic instruction, home-school collaboration, and comprehensive programming. The literature on educationally relevant interventions is exploratory, not prescriptive; and findings are inconsistent. Investigators have tested relatively few interventions that speak to the day-to-day issues teachers face or to the larger issues related to developing comprehensive educational programs for these students.

Download Full-text

Using Technology to Support Social Competence

Advances in Medical Technologies and Clinical Practice - Recent Advances in Assistive Technologies to Support Children with Developmental Disorders ◽

10.4018/978-1-4666-8395-2.ch016 ◽

2015 ◽

pp. 336-355

Author(s):

Brenda Smith Myles ◽

Jan Rogers ◽

Amy Bixler Coffin ◽

Wendy Szakacs ◽

Theresa Earles-Vollrath

Keyword(s):

Quality Of Life ◽

Social Competence ◽

High Technology ◽

Autism Spectrum ◽

Home School ◽

Relationship Building ◽

Weak Central Coherence ◽

Central Coherence ◽

Evidence Based

Social competence includes a complex set of skills that impacts quality of life across all environments: home, school, employment, and the community. Elements that impact social competence, such as theory of mind, weak central coherence, regulation and relationship building, must be taught to individuals with disabilities, including those with autism spectrum disorder. Evidence-based interventions that incorporate low, medium and high technology have the potential to support skill development in social competence in a meaningful manner. This chapter reviews the concept known as social competence and offers a variety of practices to support its development.

Download Full-text

Home/School Collaboration: A Model to Promote Family/School Partnerships in Preschool Special Education Programs For Children at Risk

N H S A Research Quarterly ◽

10.1207/s19309325nhsa0102_11 ◽

1997 ◽

Vol 1 (2) ◽

pp. 71-73

Author(s):

Judith S. Bloch

Keyword(s):

At Risk ◽

Special Education ◽

Home School ◽

Children At Risk ◽

Education Programs ◽

School Partnerships ◽

Preschool Special Education ◽

School Collaboration ◽

Special Education Programs

Download Full-text

Teachers’ Perceptions of the Home-School Collaboration: Enhancing Learning for Children with Autism

The Qualitative Report ◽

10.46743/2160-3715/2019.3408 ◽

2019 ◽

Author(s):

Chana Josilowski

Keyword(s):

Research Question ◽

Children With Autism ◽

Geographic Area ◽

Parental Engagement ◽

The Body ◽

Home School ◽

Future Research ◽

Teachers Perceptions ◽

School Collaboration ◽

Involved Parents

This study aimed to explore the relationship between teachers and students’ families and address the deficiencies in the body of research regarding the performance gap between children with autism and their age-equivalent peers. The research question was: How do teachers of children with autism perceive the home-school collaboration and its impact on learning? Ten state-certified special educators with at least 3 years’ experience teaching children with autism, and experience collaborating with their students’ families participated in face-to-face interviews, answering 8 open-ended questions in this generic qualitative study. Inductive thematic analysis yielded 6 themes: (a) collaboration improves learning, (b) communication is vital, (c) collaboration supports overall student improvement, (d) challenges impact collaboration, (e) parental involvement is imperative, and (f) teachers find ways to promote parental engagement. A strong home-school connection improved students’ ability to grasp material in the classroom, decreased the children’s anxiety and enhanced their sense of security; also, involved parents reinforced the learning process at home. Recommendations for future research include studying a larger sample to increase generalizability and covering a larger geographic area for better representation of the population.

Download Full-text