This was a quantitative study of 100 educators from various job codes within the intervention assistance teams (IATs) of 16 schools. This study examined the perceptions of IAT members of factors impacting referrals to special education. The results of this study yielded the following as it related to the perceptions and self-reported behaviors of IAT members in an urban school district: 1. Intervention assistance team members perceived that four factors impacted referrals: intervention strategies, team contribution, teacher efficacy, and coping strategies. 2. Analyses of data did not support differences by position among IAT members in their perceptions of factors impacting referrals as being dependent on schools. The teachers, administrators, and other (support staff) in all of the 16 sample schools perceived each factor similarly. 3. IAT members exhibited mixed perceptions concerning their job code duties as relative to team efficacy. 4. Behaviors of IAT members were inconsistent in making routine visits to the classroom to observe candidates and inspecting samples of student work prior to meeting with the IAT and graphing progress and results of IAT.

Thesis (doctoral)--Aristoteleion Panepistēmion Thessalonikēs, 1965. / Includes bibliographical references (p. 31-50) and indexes.

No description available.

I denna studie har en intervention gjorts för att undersöka om det leda till att elever i lågstadiet får en större förståelse taluppfattning än innan. Utifrån förtester som gjordes i en årskurs 1 valdes fyra elever ut för att under sex tillfällen få delta i en intervention där de presenterades för olika användbara strategier vid räkning av olika matematikuppgifter. Efter varje tillfälle fick hela klassen, inklusive interventionsgruppen, göra tester för att se hur klassen utvecklas inom området gentemot interventionsgruppen. När interventionen var klar gjordes två eftertester för att se hur effekten av interventionen höll i sig. Resultatet visade att de flesta eleverna i interventionsgruppen fick ett bättre resultat än innan. Under interventionens gång kan man se att eleverna utvecklats och blivit mer säkra inom området taluppfattning. Inspirationen till detta arbete kom ifrån studier som bland annat Fueyo och Bushell Jr (1998) och Kaufmann, Handl och Thöny (2003) genomfört. Båda dessa studier visade bra resultat hos eleverna efter genomförd intervention/intensivundervisning.

Barn som växer upp med en förälder med psykisk ohälsa löper större risk att själva drabbas av psykisk ohälsa. Det finns ett stort mörkertal kring hur många barn i Sverige som växer upp under dessa förhållanden. Det är dock många som trots stora påfrestningar klarar sig bra i livet. Anledningarna till att barnen klarar sig bra är skyddsfaktorer som finns inom barnet och i dess omgivning. Uppsatsens syfte är att med kvalitativt angreppsätt, utifrån två perspektiv studera hur individer kan uppleva det att växa upp med en förälder med psykisk ohälsa samt vilket stöd som målgruppen kan efterfråga. Studiens resultat visar att uppväxten med en förälder med psykisk ohälsa kan påverka individen. KASAM har i vår studie varit en viktig faktor för utvecklingen, liksom copingstrategier och resilience. Barn till föräldrar med psykisk ohälsa kan uppleva sig övergivna av samhället och vården. De kan bära på en ilska och sorg över sin uppväxt och av att inte ha blivit bekräftade. Även den professionella som arbetar med intervention beskriver att barn kan uttrycka en önskan om att bli tillfrågade och lyssnade till.

This experimental study was conducted to examine the effectiveness of multicomponent reading intervention and a no treatment comparison condition on the reading comprehension of adolescent students with adequate word reading and low reading comprehension. The sample consisted of 44 students in 9th grade who were randomly assigned to an intervention treatment offered as an elective course (N=25) or a no treatment comparison (N=19). Reading intervention teachers, trained by experienced research staff provided instruction for 90-min sessions two to three times per week during for approximately 80 sessions. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no statistically significant differences between conditions. Effects, which were calculated with partial eta squared (η2), ranged from -.26 to .23 with two of the three measures favoring the treatment condition. Three separate repeated measure of analysis of variance (RM-ANCOVAs) were conducted using the Kaufmann Brief Intelligence Test (KBIT) as a covariate for the following measures: (1) Woodcock Johnson Passage Comprehension subtest (WJIII-PC); (2) Test of Sentence Reading Efficiency (TOSRE); (3) Gates MacGinitie Reading test (GM-RT). An additional ANCOVA was conducted for the GM-RT using the pretest scores from the GM-RT as a covariate. Results indicate that the treatment condition was not favorable to a no treatment comparison for students with adequate word reading and low comprehension. More research into ways to make reading comprehension instruction more effective for Adolescent students with low reading comprehension is warranted. / text

This research synthesis evaluates the effectiveness of nutritional interventions on the improvement of expressive language abilities in children with Autism Spectrum Disorders (ASD). Three nutritional interventions are the focus of this synthesis: 1) Gluten-casein free diet, 2) Magnesium-vitamin B6 supplementation, and 3) Digestive enzyme supplementation. Although three of the six studies included in this synthesis reported positive results, the methodology used to obtain the results was flawed. The positive results cannot be attributed solely to the intervention. While the results achieved in the studies provide enough evidence to justify further research, currently there is not enough evidence to support the use of nutritional interventions to treat expressive language deficits in children with ASD. Additional research with fewer threats to validity is needed to determine the effectiveness of nutritional interventions. / text

A current model for the early identification of students with academic struggles that is recognized by the Saskatchewan Ministry of Education is that of Response to Intervention (RTI). While the Ministry espouses the use of RTI, it does not mandate its application, nor identify which principles of the model are considered most effective. I conducted a qualitative, instrumental case study involving one rural school identified by the school division as effectively applying the principles of RTI. Using a semi-structured interviewing technique, and working with three participants, I identified which of the RTI principles the school believes to be effective, how the school implemented these principles, and the factors and conditions that contributed to their implementation. Along with interviews, documents collected from the school and school division that pertain to the application of RTI principles were analyzed. Finally, a narrative description of the research was completed. In total, ten themes were identified and further differentiated into four categories. The categories and corresponding themes are: 1) Attributes of the model that are considered critical: tiered intervention, assessment practices and division based supports. 2) Implementation strategies used: professional development, access to resources, and support provided when needed. 3) District and school factors that contribute to effectiveness of model: student and staff engagement and staff teaching philosophy. 4) Extraneous factors that contribute to the effective implementation: staffing and time. The implications of these findings are that effective implementation and maintenance of RTI principles requires careful planning, communication and a team approach. The principles of the model must be a priority for all staff involved in whatever capacity they contribute.

The context for this work is set by the proliferation of intrastate conflicts and the international legal debate of humanitarian intervention. The thesis specifically addresses the concept of the “Responsibility to Protect” (R2P) as formulated by the International Commission on Intervention and State Sovereignty (ICISS). The objective is to assess the present quality of R2P as a concept of international law. Five components of the R2P framework are discussed: the primary responsibility of every state to protect its population from large-scale killings and large-scale ethnic cleansing; the right of other states to collective humanitarian intervention through the United Nations; a right of unilateral humanitarian intervention without prior Security Council authorization; the responsibility of the international community to take military action; and the criteria for external military involvement. Methodologically, the analysis is grounded in the dominant theory of legal positivism and its doctrine of sources, which requires notably an analysis of treaties and customary international law. An ethical theory is devised and applied, however, to remedy inadequacies of a strictly positivist method that sets out to determine international law solely on the basis of hard facts. These ethical considerations serve as a background theory to provide guidance in difficult cases of treaty or customary law analysis, and they fill gaps in positive international law as legally binding “principles of ethical law”. In conclusion, the individual components of R2P differ in terms of their legal status and the degree to which it can be explained by the traditional posivist approach to international law. The primary responsibility of every state has become accepted as a hard norm of international customary law; the right of collective humanitarian intervention is provided for in Chapter VII of the UN Charter; a right of unilateral humanitarian intervention has become part of the international legal system as a “principle of ethical law”; the residual responsibility of the international community is a principle of “legal soft law”; finally, positive international law defines no criteria delineating the permissible and required use of force for the protection of foreign populations.

No description available.