Preventing School Failure

Publisher: Helen Dwight Reid Educational Foundation, Taylor & Francis (Routledge)

Journal description

Preventing School Failure helps educators and other professionals seeking to promote the success of students who have learning and behavioral problems. It offers examples of programs and practices that help children and youth in schools, clinics, correctional institutions, and other settings.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Preventing School Failure website
Other titles Preventing school failure
ISSN 1045-988X
OCLC 20306182
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study explores the efficacy of using the Essential Skill Inventories (ESI) to increase high-quality instruction in the early learning years. Kindergarten and first- and second-grade teachers, who were identified as using the ESI with fidelity, assessed their own teaching skills and behaviors, reflecting on these before and after use of the ESI. These teachers report improvements in the teaching skills and behaviors associated with early learning success, including systematic assessment, instructional design, differentiated instruction, understanding the whole child, and building relationships with students.
    Preventing School Failure 12/2015; 59(3):161-167. DOI:10.1080/1045988X.2014.886551
  • James Raymond Schwab · Zachary G. Johnson · Brandis M. Ansley · David E. Houchins · Kris Varjas
    Preventing School Failure 08/2015; DOI:10.1080/1045988X.2015.1067874
  • Vanessa M. Hinton · Margaret M. Flores · Kelly Schweck · Megan E. Burton
    Preventing School Failure 08/2015; DOI:10.1080/1045988X.2015.1065400
  • Preventing School Failure 06/2015; DOI:10.1080/1045988X.2015.1036392
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article describes a study conducted collaboratively with 19 special educators to learn about their emotional practice through the emotional labor framework. Emotional labor refers to the management of emotional expression in the workplace. Specifically, the study sought to (a) deconstruct the stressors these special educators perceived, (b) understand how they use emotional labor, and (c) discern how this theory might inform special educators' practice. All participants divulged daily stress at work. Furthermore, all conceded that they used emotional labor to conceal their feelings from students; most acknowledged such acting as a survival skill. Teachers expressed relief at having a language for their emotional work, suggesting that the theory offers a framework for supporting special educators as they face the emotional demands of the job.
    Preventing School Failure 06/2015; DOI:10.1080/1045988X.2015.1043715
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    ABSTRACT: In two studies, the systematic approach to designing functional assessment-based interventions (FABIs) created by Umbreit, Ferro, Liaupsin, and Lane (2007) was used with high school students receiving special education services in self-contained classrooms reserved for students with persistent behavior problems. In Study 1, an AB design was used with a male student with high rates of off-task behavior. In Study 2, an ABAB design was used with a female student exhibiting inappropriate language. Results from both studies indicated that a multi-component FABI can decrease target behaviors for high school students. Treatment fidelity data indicated that a less complicated intervention may increase the accuracy with which interventions are implemented. Brief discussions of each study as well as an overall discussion synthesizing findings across studies are included.
    Preventing School Failure 05/2015; DOI:10.1080/1045988X.2015.1030721
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    ABSTRACT: As increasing numbers of schools implement Multi-Tiered Systems of Support (MTSS), schools are looking for and implementing evidence-based practices for students whose needs are not fully met by Tier 1 supports. Although there is relative consistency and clarity in what constitutes Tier 1 behavior support within MTSS, Tier 2 supports may be more varied and less well researched. The current study sought to better understand Tier 2 intervention implementation by surveying school personnel on their Tier 2 data, systems, and practices. Results from 180 school-level respondents are presented that describe differences according to their number of years spent implementing schoolwide positive behavior supports and their school level. Additionally, responses of perceived strengths and limitations of current social skills instructional programs, one type of Tier 2 intervention, are shared. Implications, limitations, and future directions for research and practice are provided.
    Preventing School Failure 05/2015; DOI:10.1080/1045988X.2015.1025354
  • [Show abstract] [Hide abstract]
    ABSTRACT: Parent educational involvement is an important avenue for enhancing student outcomes. Schools seek myriad ways to include families; however, the parent involvement practices used by schools lack coordination and are disconnected from existing school approaches. Schoolwide Positive Behavioral Interventions and Supports (PBIS) is a systematic and coordinated framework used in more than 19,000 schools to support student behavior. Despite its success, PBIS implementation underemphasizes comprehensive systems for engaging families. The purpose of this article is to present a framework of family engagement within PBIS. The purpose of coordinating and sequencing family engagement within PBIS is to increase the efficiency, effectiveness, relevance, and durability of PBIS by supporting students across settings. Furthermore, this model extends current parent involvement frameworks by coordinating systematic family engagement in education.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.976809
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    ABSTRACT: Writing is a powerful tool that can be used for multiple purposes. Students demonstrate their knowledge through writing, and it is the primary means by which teachers evaluate their students’ performance. Despite its importance, many students, including those with autism spectrum disorders (ASD), struggle with writing. Teachers, often unaware of what writing practices are considered evidence based, do not always know the best way to teach struggling writers, specifically those with ASD. In this article, the author reviews the characteristics of students with ASD that may affect their writing. The author also examines evidence-based practices for students with ASD and how these practices can be implemented in writing instruction.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.981793
  • [Show abstract] [Hide abstract]
    ABSTRACT: Schoolwide Positive Behavior Support (SWPBS) offers an alternative to reactive and exclusionary school discipline practices. However, the shift to SWPBS requires substantial change in the practices of staff, and many leadership teams struggle to rally staff support for implementation. With a more thorough understanding of staff perceptions, level of understanding, and support for SWPBS, teams may be better positioned to assist staff in the change process. To achieve an understanding of staff perceptions and how they may differ in schools on the basis of level of implementation, the authors directly assessed staff perceptions in seven planning schools and seven implementing schools. Significant differences were found between planning and implementing schools in knowledge of SWPBS, as well as perceptions of behavior and discipline.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.974489
  • [Show abstract] [Hide abstract]
    ABSTRACT: The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement research-based instructional strategies. To extend research on one effective strategy, the authors used a single case ABAB reversal design to investigate the effects of using response cards on active student responding and on-task behavior for five students with intellectual disabilities during science and social studies lessons in the general education classroom. Results suggest increased active student responding and on-task behavior for all five participants. A discussion of study limitations, implications, and future research directions is included.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.966801
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    ABSTRACT: Teachers face the challenging job of differentiating instruction for the diverse needs of their students. This task is difficult enough with happy students who are eager to learn; unfortunately students often enter the classroom in a bad mood because of events that happened outside the classroom walls. These events—called setting events—can increase the prevalence of challenging behavior that disrupts the classroom. Teachers often feel overwhelmed when thinking about these problems, but when they begin to see the relation between setting events, antecedents, behaviors, and consequences, they can begin to address these issues in a proactive way that helps prevent the challenging behavior from occurring. The purpose of this article is to (a) describe the relationship between behavior and the environment, (b) highlight reasons that students engage in challenging behavior, and (c) provide suggestions on how to tackle these setting events in the classroom.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2015.1007441
  • [Show abstract] [Hide abstract]
    ABSTRACT: One proactive approach to increasing student engagement in schools is implementing Positive Behavior Intervention and Support (PBIS) strategies. PBIS focuses on prevention and concentrates on quality-of-life issues that include improved academic achievement, enhanced social competence, and safe learning and teaching environments. This study is a replication of a study that investigated the combination of active supervision, precorrection, and explicit timing. The purpose of the study was to decrease student problem behavior, reduce transition time, and support maintenance of the intervention in the setting. Results show that active supervision, precorrection, and explicit timing decreased student problem behavior, decreased the duration of transitions in two instructional periods, and the intervention was maintained in the setting. Implications, limitations, and future research are discussed.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.977213
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    ABSTRACT: This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The step-by-step procedures for using the model-drawing strategy are described. In addition, the results of an action research study applying the model-drawing strategy with high school students who have learning disabilities are reported.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.954514
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    ABSTRACT: Many students who struggle to obtain the alphabetic principle are at risk for being identified as having a reading disability and would benefit from additional explicit phonics instruction as a remedial measure. In this action research case study, the research team conducted two experiments to investigate the effects of a color-coded, onset-rime, phonics-based intervention on the word reading behaviors of four first-grade students. In each experiment, the research team used a multiple probe across two participants design to investigate the effects of the intervention. The findings suggest that all of the participants’ word reading performance on instructed words improved after instruction when compared with baseline performance, and they were able to maintain these gains 2 weeks postinstruction. However, only two of the participants’ performance increased postinstruction on their word reading of uninstructed words with the same rime pattern as instructed words. A discussion of the results and suggestions for implementation are included.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.954513
  • [Show abstract] [Hide abstract]
    ABSTRACT: Homework challenges are particularly relevant for students with autism spectrum disorders who demonstrate difficulty maintaining attention, motivation, and developing effective study skills. These challenges are often exacerbated for adolescents with disabilities who face a number of challenges during the middle school years. A multiple baseline design across participants was used to test the effectiveness of an intervention package that included both parent training and self-management strategies. The following study included five middle school students who were currently receiving special education services under the classification of autism spectrum disorder. Results of this study indicate an increase in task independence following the implementation of the intervention package. Implications for practice and suggestions for future research are described.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.954515
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    ABSTRACT: Although implementation of evidence-based behavioral and instructional practices has been identified as an educational priority, popular methods for increasing implementation of evidence-based practices (i.e., professional development) have not had the desired effect. This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools. Examples are provided to illustrate how the strategies can be implemented.
    Preventing School Failure 04/2015; DOI:10.1080/1045988X.2014.942835
  • [Show abstract] [Hide abstract]
    ABSTRACT: Since the reauthorization of the Individuals With Disabilities Education Act (IDEA) in 2004, standards-based individualized education plans (IEPs) have been an expectation for serving students with disabilities in the K-12 public school setting. Nearly a decade after the mandates calling for standards-based IEPs, special educators still struggle with how to develop standards-based IEPs and provide the required access to the general curriculum for their students. In 1997, the Elementary and Secondary Education Act requirement under IDEA called for the development of standards-based IEP goals. More than a decade later, only 37 states show evidence of implementing standards-based IEPs. Special educators need assistance to develop competence in the area of writing standards-based IEP goals according to the Common Core State Standards. The process outlined in this article offers educators and IEP teams strategies to build competence in this area.
    Preventing School Failure 03/2015; 59(4):1-7. DOI:10.1080/1045988X.2014.924088
  • [Show abstract] [Hide abstract]
    ABSTRACT: Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with behavioral disorders across a variety of behaviors, including laughing out obnoxiously, using profanity, and requesting help. The results revealed that all four participants exhibited immediate and significant gains upon implementation of the video self-modeling intervention and that those gains were maintained after cessation of intervention. Implications of this study showed that video self-modeling may represent a positive behavior change intervention worthy of consideration for high school students with emotional and behavioral disorders in inclusive classrooms.
    Preventing School Failure 03/2015; 59(4):1-10. DOI:10.1080/1045988X.2014.903465