Classroom-based interventions are activities designed for use in classrooms, ranging from early childhood through high school settings. Interventions may have one or more purposes related to enhancing development and learning, e.g., improving social development or social skills, encouraging language development, improving academic learning, preventing behavior problems.
Center on Accelerating Student Learning (CASL)--U.S. Department of Education (1999-2004)
Individualizing and monitoring programs to accelerate children's trajectories (IMPACT)--U.S. Department of Education (2000-2004)
Lynn Fuchs, Ph.D., and Doug Fuchs, Ph.D., Principal Investigators
Project Outcome: Improving the outcomes of secondary-age students with emotional disturbance--U.S. Department of Education (1999-2004)
Carolyn Hughes, Ph.D., Principal Investigator, Joseph Wehby, Ph.D.
Project PBS [Positive Behavior Support]: A three-tiered prevention model to better serve all students--U. S. Department of Education (2002-2005)
Kathleen Lane, Ph.D., Principal Investigator, Joseph Wehby, Ph.D.
This project addresses the following objectives: (a) examines the challenges of implanting a three-tier model of positive behavior support at the high school level in a rural community; (b) identifies the types and patterns of behavioral problems manifested at the high school level; (c) designs and implements systematically a three-tier model with primary, secondary, and tertiary interventions using data-based decision making; and (4) evaluates how students with varying types of behavior problems respond to various levels of supports.
Project CLASS: Accessing the general education curriculum for students with emotional disturbance using cooperative learning and social skills training--U. S. Department of Education (2000-2004)
Joseph Wehby, Ph.D.
Council for Exceptional
Children
Office of
Special Education Programs