Literaturnachweis - Detailanzeige
| Autor/inn/en | Ballard, Staci C.; Bender, Stacy L. |
|---|---|
| Titel | A Systematic Review of Social, Emotional, and Behavioral Interventions and Outcomes for Students in Alternative Education |
| Quelle | In: Preventing School Failure, 66 (2022) 2, S.136-149 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ballard, Staci C.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| DOI | 10.1080/1045988X.2021.1980850 |
| Schlagwörter | Nontraditional Education; Students; Intervention; Mental Health; Social Behavior; Social Development; Socialization; Behavior Problems; Social Emotional Learning; Student Characteristics; Outcomes of Treatment; Data Collection |
| Abstract | Alternative education settings (AES) educate many students with social, emotional, and behavioral (SEB) challenges. However, there is limited synthesized research available on how to best support students' SEB functioning. This systematic review examined SEB intervention and outcome research conducted in alternative schools between 2010 and 2020. Sixty-eight peer-reviewed journal articles met the inclusion criteria. Results discuss demographic characteristics of participants (e.g., age, school type), frequently studied interventions (e.g., group contingencies, Check-In/Check-Out), tiers of intervention (e.g., universal, targeted), SEB outcomes (e.g., externalizing behavior, discipline), and data collection methods (e.g., school records, self-report). Practical implications for mental health practitioners and educators in alternative education settings, limitations, and future directions are also discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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