標(biāo)題: Titlebook: Handbook of Positive Behavior Support; Wayne Sailor,Glen Dunlap,Rob Horner Book 2009 Springer-Verlag US 2009 Analysis.Antisocial Behavior. [打印本頁(yè)] 作者: Lensometer 時(shí)間: 2025-3-21 17:33
書目名稱Handbook of Positive Behavior Support影響因子(影響力)
書目名稱Handbook of Positive Behavior Support影響因子(影響力)學(xué)科排名
書目名稱Handbook of Positive Behavior Support網(wǎng)絡(luò)公開度
書目名稱Handbook of Positive Behavior Support網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Handbook of Positive Behavior Support被引頻次
書目名稱Handbook of Positive Behavior Support被引頻次學(xué)科排名
書目名稱Handbook of Positive Behavior Support年度引用
書目名稱Handbook of Positive Behavior Support年度引用學(xué)科排名
書目名稱Handbook of Positive Behavior Support讀者反饋
書目名稱Handbook of Positive Behavior Support讀者反饋學(xué)科排名
作者: Humble 時(shí)間: 2025-3-22 00:03
Phillip S. Strain,Ilene Schwartzpped into practical irrelevance – that it is the discipline of disciplines, or metadiscipline. The chapter explores the implications of this move at a number of levels, from a strategic level in which education plays a pre-eminent role in the formation of ‘knowledge society’, to its implications for the pragmatics of pedagogy.作者: 注意 時(shí)間: 2025-3-22 02:56
Kimberly Crosland,Glen Dunlap,Hewitt B. Clark,Bryon Neffe familiar lumper-splitter distinction, which emerges originally in disputes in the taxonomical sciences. The relation between seeing connections and imagination is brought to the fore. The paper provides further reason to challenge dominant conceptions of assessment in education and their pervasive effects on curricula.作者: Ingratiate 時(shí)間: 2025-3-22 04:36 作者: 半導(dǎo)體 時(shí)間: 2025-3-22 10:50
Integrating a Positive behavior Support Approach Within Head Start features of Head Start that are compatible with the PBS approach; (c) identifies the potential challenges for implementing a PBS approach in Head Start settings; and (d) provides an example of a Head Start program‘s journey integrating a PBS approach into the existing program structure.作者: NAIVE 時(shí)間: 2025-3-22 15:11
1574-0471 ul, dynamic knowledge base, including theory, research, and .A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundatio作者: 易于交談 時(shí)間: 2025-3-22 18:00
Lise Fox,Mary Louise Hemmetertion” (or as it is more commonly termed, “pedagogy”, also a noun). Put “social” and “pedagogy” together and the result is “social pedagogy”. The social aspect complements the cognitive dimension. In short, social pedagogues are interested in social learning and social development.作者: 營(yíng)養(yǎng) 時(shí)間: 2025-3-22 21:14 作者: Pseudoephedrine 時(shí)間: 2025-3-23 03:54 作者: 標(biāo)準(zhǔn) 時(shí)間: 2025-3-23 07:40
George H. S. Singer,Mian Wangny cases are a blunt instrument. Qualitative methods have their place, and educational researchers need to find ways in which practitioners using different research methodologies can work collaboratively.作者: GLIB 時(shí)間: 2025-3-23 09:55 作者: ETCH 時(shí)間: 2025-3-23 14:31
Heather Peshak George,Don Kincaid,Jenna Pollard-Sageindirectly contributes to shape gender and intergenerational relationships through public policies. This chapter aims to provide background information on the European framework of intergenerational and gender relationships, presenting a set of economic and socio-demographic indicators together with their evolution in recent years.作者: 背信 時(shí)間: 2025-3-23 21:19
978-1-4419-8135-6Springer-Verlag US 2009作者: 獨(dú)輪車 時(shí)間: 2025-3-23 23:04 作者: fiction 時(shí)間: 2025-3-24 05:54 作者: 指令 時(shí)間: 2025-3-24 06:38 作者: EVEN 時(shí)間: 2025-3-24 12:49 作者: Matrimony 時(shí)間: 2025-3-24 18:33
https://doi.org/10.1007/978-0-387-09632-2Analysis; Antisocial Behavior; Assessment; Emotion; Evidence-Based Practice; Training; development; interve作者: obviate 時(shí)間: 2025-3-24 22:32 作者: 先驅(qū) 時(shí)間: 2025-3-25 01:38 作者: cylinder 時(shí)間: 2025-3-25 05:05 作者: 搖擺 時(shí)間: 2025-3-25 09:01
Overview and History of Positive Behavior Supportpersonal choices. How people behave affects how they live and how they receive support guided by their preferences. For example, what you do, where you do it, how competently you do it, and when you choose to do it affects your ability to build and retain relationships, acquire new skills, establish作者: FAWN 時(shí)間: 2025-3-25 14:54 作者: Optometrist 時(shí)間: 2025-3-25 16:07
Positive Behavior Support and Early Interventionn and intervention...has been defined by Smith and Fox (2003) as “any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults” (p. 5). This definition positions cha作者: Foam-Cells 時(shí)間: 2025-3-25 21:28
Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention With Families of Chive behavior interventions in family contexts? In collaboration with parents of children with developmental disabilities and severe problem behavior, we have empirically investigated a unit of analysis—coercive processes in family routines—that has served as the organizing center of our research and 作者: 仲裁者 時(shí)間: 2025-3-26 03:58 作者: 半圓鑿 時(shí)間: 2025-3-26 04:53 作者: 商店街 時(shí)間: 2025-3-26 11:45
A Programwide Model for Supporting Social Emotional Development and Addressing Challenging Behavior d to identify effective interventions for promoting very young children‘s social emotional competence and addressing challenging behavior. Research on the developmental trajectory of young children who have challenging behavior presents a disturbing forecast; young children who have persistent chall作者: 試驗(yàn) 時(shí)間: 2025-3-26 14:48 作者: aqueduct 時(shí)間: 2025-3-26 17:54 作者: 下邊深陷 時(shí)間: 2025-3-27 00:31 作者: Infant 時(shí)間: 2025-3-27 03:55 作者: 知識(shí) 時(shí)間: 2025-3-27 08:28 作者: 珊瑚 時(shí)間: 2025-3-27 12:54
Increasing Family Participation Through Schoolwide Positive Behavior Supportsded several guides focusing on the intersection between school-based positive behavior supports (PBS) and family support (e.g., Lucyshyn, Dunlap, & Albin, 2002). While the field has provided excellent work toward involving families in the PBS process at the individual student level, less is known ab作者: CHOIR 時(shí)間: 2025-3-27 16:24
Primary-Tier Interventions and Supportstaff (Anderson & Kincaid, 2005; M. J. Mayer& Leone, 1999)..Understanding that these policies and procedures are not ameliorating the issue of violence in schools, national school reform and federal legislation have moved toward the promotion of prevention models. The Individuals With Disabilities Ed作者: 可商量 時(shí)間: 2025-3-27 17:52 作者: Offensive 時(shí)間: 2025-3-28 01:41
Function-Based Supports for Individual Students in School Settingsvention is an essential feature of positive behavior support (PBS). At the primary tier, consideration of predictability of failure is a fundamental component of the development of school rules. While such efforts do not constitute what would typically be defined as functional behavior assessment (F作者: 不妥協(xié) 時(shí)間: 2025-3-28 03:32 作者: 我說不重要 時(shí)間: 2025-3-28 09:39 作者: ELUDE 時(shí)間: 2025-3-28 12:33
Robert Putnam,Amy McCart,Peter Griggs,Jeong Hoon Choinalytical studies as well as empirical regional studies.The book gives some insights on how different countries and regions have been responding to massification and accessing of higher education. It will appeal to researchers,978-94-6209-533-5作者: 哭得清醒了 時(shí)間: 2025-3-28 14:47 作者: forbid 時(shí)間: 2025-3-28 18:59
Lauren Binnendyk,Brenda Fossett,Christy Cheremshynski,Sharon Lohrmann,Lauren Elkinson,Lynn Milleroners ‘learn from’ research ‘a(chǎn)bout’ education, but how this allows them to undergo transformation. This (re)introduction of the subjective, the (re)emphasizing of the researcher’s and the practitioner’s investment, does not signify an abdication of truth and knowledge, but a fuller acknowledgement o作者: incubus 時(shí)間: 2025-3-29 01:26 作者: ARM 時(shí)間: 2025-3-29 06:59
Amy McCart,Nikki Wolf,Holly M. Sweeney,Ursula Markey,D. J. Markey school. Etiological problems connected to teaching and learning are then distinguished from philosophical issues surrounding ranges of meaningful use and degrees of arbitrariness in relation to rule-following. The conclusion, earlier articulated by Standish (.), is that Wittgenstein’s later philoso作者: Cacophonous 時(shí)間: 2025-3-29 11:01
Kent McIntosh,Robert H. Horner,George Sugai make-up and ethical self-development—one that he returns to many years later as the basis for his “confession”. In contra distinction to Cavell’s romantic reading of the figure of the child and Matthews’ (.) philosophy of the child, I embrace an historicist reading of Wittgenstein on the figure of 作者: 憤世嫉俗者 時(shí)間: 2025-3-29 13:49
Timothy J. Lewisthe life cycle deficits: the differences over the life course in per-capita profiles of household production and consumption, across countries. We observe large gender differences in household production. Profiles are qualitatively similar across countries, but there are relevant differences in leve作者: 欄桿 時(shí)間: 2025-3-29 15:59 作者: 攝取 時(shí)間: 2025-3-29 22:53
Terrance M. Scott,Cynthia Anderson,Richmond Mancil,Peter Altercation. The volume is an excellent text that integrates theoretical and analytical studies as well as empirical regional studies.The book gives some insights on how different countries and regions have been responding to massification and accessing of higher education. It will appeal to researchers,作者: Respond 時(shí)間: 2025-3-30 01:45 作者: COKE 時(shí)間: 2025-3-30 04:36 作者: PIZZA 時(shí)間: 2025-3-30 10:09
George H. S. Singer,Mian Wangn educational research make it difficult to see its implementation. Moreover, what might sink the adoption of such a standard is the Deweyan pragmatism that Phillips espouses, since it seems to lead to relativism and a denial that disparate methods might provide different perspectives on the one tru作者: recession 時(shí)間: 2025-3-30 15:51 作者: 排他 時(shí)間: 2025-3-30 17:28 作者: convert 時(shí)間: 2025-3-30 22:18 作者: anus928 時(shí)間: 2025-3-31 01:01 作者: 拖網(wǎng) 時(shí)間: 2025-3-31 08:17 作者: progestogen 時(shí)間: 2025-3-31 10:15 作者: 千篇一律 時(shí)間: 2025-3-31 15:02 作者: Console 時(shí)間: 2025-3-31 19:13
V. Mark Durand,Meme Hieneman,Shelley Clarke,Melissa Zona the Nordic countries, the idea of education is broader. This is particularly noteworthy when the adjective “social” is placed before the noun, “education” (or as it is more commonly termed, “pedagogy”, also a noun). Put “social” and “pedagogy” together and the result is “social pedagogy”. The socia作者: Axillary 時(shí)間: 2025-3-31 22:01
Amy McCart,Nikki Wolf,Holly M. Sweeney,Ursula Markey,D. J. Markey causal ones (Z §§318 & 419). Briefly discussing Wittgenstein’s own elementary teaching experience to provide background, contrast is drawn between issues of efficacy in teaching and normative training into regular patterns or customs of usage. Following Josè Medina, I bring home a point of particul作者: Buttress 時(shí)間: 2025-4-1 02:59
Kimberly Crosland,Glen Dunlap,Hewitt B. Clark,Bryon Neffthis is considered in relation to more deductive and inductive forms of reasoning, unduly constrained notions of what it is to follow a rule, and ideas of defining characteristics and identity. The implications of contextualist views are examined, as well as the consequences of the application of th
