A sentence-combining intervention for struggling writers: response to intervention

Reading and Writing - Children who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These...     

Strategies of intervention

This paper begins with a discussion of the optimal conditions for the provision of infant mental health services to infants and toddlers. It argues for the importance of the automatic provision of service at all levels of need. The pediatric setting is emphasized as the natural locus for the integration of such preventive services and as the first and often sole contact of parents and infants with professionals. The various kinds of possible service are delineated as are the sources of stress. It is suggested that the understanding of these factors should dictate the kind and level of response which might be most efficacious. Finally, some basic difficulties in establishing a working alliance with parents whose relationships with their infants and toddlers are developing very negatively are discussed. A framework for understanding some of these problems which may interfere with the parents' utilization of services is provided by employing the psychoanalytic concepts of transference and countertransference. The influence of these transference feelings on the relationship between parents and service providers of all kinds is emphasized and explored.     

Response to intervention

This introduction provides a context for the other articles included in this volume. The Learning Disabilities Initiative, a multiyear effort at the Office of Special Education Programs, has been focused on a more efficient and effective process for determining specific learning disability eligibility.     

The aims of intervention

This article discusses five major points that are important to consider before implementing consultation techniques in the school setting. The five points are: (a) definition of a personal intervention philosophy, (b) realization of one's theoretical biases, (c) awareness of the ecology and topology of the setting in which the intervention is being delivered, (d) recognition of the importance of one's communication and relational skills, and (e) the importance of linking intervention to assessment. Consultants are also encouraged to think carefully about their intervention techniques, urged to follow a collaborative consultation model, and reminded of Whitehead's (1929) notion that Life in all its manifestations should be the subject matter for education.     

Behavioral intervention strategies with child abusive parents: A home intervention program

This article describes a therapeutic program for child abusive parents that is psychoeducationally based and is conducted through home visits by trained behavioral interventionists. The immediate goals of the intervention are to teach abusive parents effective child management procedures based on social learning therapy and to modify faulty or excessive expectations these parents have toward the behavior of their children. The general model is discussed as well as criteria for selection of parents for home intervention services, the differences between home intervention with abusive and non-abusive parents and the procedures used in home intervention services. A general discussion is also provided of the various goals and stages through which parents progress.     

The ethics of intervention

Policy with regard to children with special educational needs has been continuously discussed and revised over the last 25 years to try to ensure that all children receive their rights to appropriate educational opportunities. However, as Georgina Glenny argues in this article, these efforts have led to a focus on the assessment and definition of need at the expense of attention to the quality of the intervention that follows. This relative lack of attention to the quality of the intervention raises serious questions for teachers, schools and local authorities as to the nature of their responsibilities for the children entrusted to their care. It is proposed that more systematic monitoring of the effectiveness of interventions would assist in refocusing attention on to the quality of children's learning experiences.     

Early intervention in behaviour

Abstract

FAST-Track is a support programme for pupils with social and emotional behaviour difficulties. It is designed to integrate the school curriculum, social skills training, reading development, parenting skills and home-school liaison. A 3 year longitudinal study is reported in which schools implementing the full FAST-Track programme were compared with those implementing only the curriculum component. Changes in behaviour were monitored using an amended version of the Rutter Behaviour Rating Scale. Results did not show any clear difference between the two groups of schools but did show substantial differences between individual schools, highlighting the difficulty of demonstrating the effectiveness of intervention programmes given the multiplicity of other factors which determine behaviour change. The implications of these findings for the methodology and practice of intervention programmes in this area are explored.     

Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention

The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment (N = 28) and comparison (N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties.     

校园心理危机干预浅谈

主要从以下几个方面来说明校园心理危机干预:心理危机的概念界定、校园危机事件的类型及特点、危机事件可能出现的心理反应、校园心理危机干预的对象、校园心理危机干预的目标、校园心理危机干预的五个阶段,目的是了解和整理襄垣危机干预的常见问题,为危机干预参与者提供借鉴。     

Utilizing parents for paraprofessional intervention

This study was based on research which examined paraprofessional intervention in an urban community having large numbers of educationally and socially disadvantaged children and disenchanted parents. Establishment of paraprofessional corps has grown rapidly in the past decade and is accelerating as a strategy for improving the quality of education in urban communities. This development incorporated many concepts: (1) new careers, (2) growth of educational technology, (3) cultural assimilation and diversity, (4) team teaching, (5) personal improvement of teacher aides, (6) parents as partners (based on action theorists' postulations as a theoretical frame for the study), and (7) home and school focus on achievement—all of which yield high productivity in the community-education arena inexpensively to insufficient school budgets and strategically to teaching-learning demands for quality education.     

Tiers of intervention in responsiveness to intervention: prevention outcomes and learning disabilities identification patterns

Response to Intervention (RTI) models have attracted great attention as an alternative to traditional methods used for identifying students with learning disabilities. A major feature of this approach is the implementation of academic interventions in general education and measuring the student's response to those interventions. A common question that needs to be addressed is the number of stages or tiers of intervention necessary in the Response to Intervention model. This article reviews three studies of RTI that investigate the RTI tiers. Sharon Vaughn and Rollanda O'Connor report on studies using the Standard Protocol approach to RTI. David Tilly reports on using the Problem Solving Model as an RTI model. This article summarizes the results of these three investigations.     

政府放任与政府干预——密尔有限政府干预思想解读

约翰.密尔是19世纪英国著名的政治思想家,他一方面以自由主义原则为基础,认为一般情况下社会事务应由个人自愿去做,政府应奉行放任政策;另一方面,他又根据功利主义原则,赞成政府为增加人民福利对经济事务和个人活动进行适度干预。以此为基础,密尔提出了一套完整的有限政府干预思想,为形成新自由主义政府干预理论作出了重要贡献。     

Early intervention for infants with deaf-blindness

Few individuals labeled deaf-blind are, in fact, totally deaf and totally blind. Many of these individuals have residual sight and hearing, but may not receive adequate early training in using these senses effectively. Effective early sensory training with infants entails the use of consistent reinforcement methods in natural social contexts. Preservice and inservice teachers must become knowledgeable in high-quality programming components in which the goal is to increase the abilities of students with dual sensory impairments--in both mobility and communication--and to help them become independent, responsible adults.     

Teacher stress: Issues and intervention

The purpose of this study was to consider the stress within the teacher's environment and examine methods of assisting public school teachers with managing stress. Participants in the study were 124 female public school teachers of grades K-12 from the public school systems of two central Georgia counties. Three weeks after completing a set of pretest questionnaires, each teacher participated in one of two three-hour training sessions. In the individualized training method, participants were led through a step-by-step development of an individualized plan for more effectively managing the stressor they had identified at the beginning of the training session. By the end of the session, each participant had her own plan for working on her own major stress. In the global approach training method, information about stress was presented to the participants in a lecture fashion with the focus being on general knowledge with no attempt being made to direct the participants in the development of individualized plans. Approximately three weeks after the training session, all participants were sent a set of questions concerning their activities in stress management since the training. The results of the study provided data concerning types of stresses experienced, sources of stress at work and home, effects of stress and burnout, and relative effectiveness of the two training approaches in terms of degree of relief, variety and type of methods utilized, and degree of involvement. The results indicate that the teachers who received the individual training method did significantly increase the time they spend on managing stress.