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End of project report for the achieving, behaving, caring project : preventing the development of serious emotional disturbance among children and youth with emotional and behavioral problems.

Author: Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2000]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
This final report discusses the activities and outcomes of the Achieving, Behaving, Caring Project, a program designed to prevent the development of serious emotional disturbance among children and youth with emotional and behavioral problems. The project had three main elements: (1) social skills instruction from a social skills curriculum chosen and taught by classroom teachers at least twice a week throughout the  Read more...
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Details

Genre/Form: Reports, Descriptive
Reports, Evaluative
Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Educational Resources Information Center (U.S.)
OCLC Number: 48150421
Notes: Shipping list no.: 2001-0409-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2001]. 1 microfiche.
Description: 1 volume
Other Titles: Preventing the development of serious emotional disturbance among children and youth with emotional and behavioral problems

Abstract:

This final report discusses the activities and outcomes of the Achieving, Behaving, Caring Project, a program designed to prevent the development of serious emotional disturbance among children and youth with emotional and behavioral problems. The project had three main elements: (1) social skills instruction from a social skills curriculum chosen and taught by classroom teachers at least twice a week throughout the year to all children in the first and second grades; (2) a parent liaison from the local community who coordinated and facilitated regular communication between the parents and teachers of individual children; and (3) the Parent-Teacher Action Research (PTAR) model for developing consonance between home and school. The report explains each of these three elements and provides vignettes written by the parent liaison who coordinated with families around individual children. Results of the project indicated that compared to 18 controls, the 18 children participating in PTAR showed significantly greater reduction in internalizing behaviors, significant decreases in delinquent behavior, and improvements in cooperation and self control. PTAR parents rated themselves significantly higher than control parents for systems advocacy, knowledge base, and feelings of competence. (Contains 29 references.) (CR).

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Primary Entity

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