Children Placed at Risk for Learning and Behavioral Difficulties

By Tam E. O'Shaughnessy, Kathleen Lynne Lane, F. Gresham, Margaret E. Beebe-Frankenberger. 2003

136 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/40c93fcf8f7dbfc0c6fada88a7f130f881c9e098

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Activities and Programs That Improve Children’s Executive Functions (2012, background): “It is crucial for making sense of anything that unfolds over time, for that requires holding in mind what happened earlier and relating it to what is happening now.”
Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model (2006, background): “Thus, evaluations must be contextually grounded and jointly constructed by the student, his/her family, and school personnel (Anderson et al., 1998; O'Shaughnessy et al., 2003).”
Response to Intervention (2004, background): “Depending on the presenting problems, the first intervention phase (commonly referred to as first phase, tier, or level; e.g., Fuchs & Fuchs, 1998; O’Shaughnessy et al., 2003) in a design of increasing or decreasing intensity may be conducted class-wide to ensure that the class is overall effectivel”
Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance (2008, background): “In the absence of evidenced-based interventions, behaviors such as aggression are particularly stable over time ( Olweus 1993 ) School factors such as a lack of academic and social supports, reactive teaching styles, and frequent changes in placement contribute significantly to these poor outcomes (”
Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure (2008, unknown): “…year as the positive feedback loop for the former, and the negative feedback loop for the latter, progressively enlarge what might be relatively small differences at the outset, producing an achievement gap that widens each year (Alexander, Entwisle, & Kabbani, 2001; O’Shaughnessy et al., 2003).”
The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis (2006, background): “An integrated approach, with teams providing both academic and behavior support through the same systems may lead to better academic and behavioral outcomes for more students (McIntosh et al., in press; O’Shaughnessy et al., 2003).”