Bringing about change in language education by David Nunan, Roger Berry, Vivien Berry

By David Nunan, Roger Berry, Vivien Berry

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Department of Education’s (2004) guide, Identifying and Implementing Educational Practices Supported by Rigorous Evidence. Catherine R. Lark, BA, graduated from Austin College and is currently a doctoral student in Psychology at Louisiana State University. 24 Schoolwide Approaches to Social Skills Development 25 The programs we chose to include in this section are identified as universal or primary prevention programs and have empirical support of both (1) improving student outcomes and (2) implementation effectiveness.

Journal of Consulting and Clinical Psychology, 78(2), 156–168. Conduct Problems Prevention Research Group. (2011). The effects of the Fast Track preventive intervention on the development of conduct disorder across childhood. Child Development, 82(1), 331–345. Jones, D. , Dodge, K. , Bierman, K. , Coie, J. , Greenberg, M. , et al. (2010). Impact of the Fast Track Prevention Program on health services use by conduct-­problem youth. Pediatrics, 125(1), e130–e136. Slough, N. , McMahon, R. , & Conduct Problems Prevention Research Group.

Lochman, PhD, Robert J. McMahon, PhD, and Ellen E. d. org Fast Track is a multicomponent program (schoolwide classroom-­based social skills instruction, individual child interventions, and family training) with both elementary and adolescent options. Fast Track combines a universal intervention with several individualized interventions targeted at students identified as being at risk for conduct problems (Kusché & Greenberg, 1994). Although this program is not a solely schoolwide universal intervention, we choose to include it as an example of how a Tier 1 (universal) program can be combined with Tier 2 (targeted) interventions.

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