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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 SupportingTeachers of ELL Students Slattery, Abigail In: National Youth Advocacy and Resilience Conference (2018) BASE Show details 2 Preparing English language learners to be college and career ready for the 21st century: the leadership role of secondary school principals in the support of English language learners ... González, Helmer Hillton; Gonzalez, Helmer Hillton. - : University of Southern California Digital Library (USC.DL), 2017 BASE Show details 3 The impact of preschool interactions on the development of language and reasoning skills ... Tsuruta, Jennifer Walsh. - : University of Southern California Digital Library (USC.DL), 2016 BASE Show details 4 The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school Apichatabutra, Chanisa, 1978-. - : University of Oregon, 2009 Abstract: xvi, 225 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. ; This study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem behaviors and academic reading difficulties. The study sought to document the effect of a function-based approach on students with highly diverse cultural backgrounds in an international school in Thailand. The intervention emphasized (a) the functional behavior assessment (FBA) strategies to identify the function of the target behavior, (b) evidence-based effective reading instructional approaches, and (c) responsiveness to cultural perspectives of teachers and students. A combined single-subject research methodology documented a functional relationship between implementation of the function-based intervention and decreased problem behaviors. The findings revealed the potential to increase academic engagement and reading performance for the students by following a behavior support plan based on effective reading instruction and tasks modified to accommodate students' academic needs. The study emphasized cultural responsiveness of the intervention plan and implementation. Despite several limitations, this experimental research incorporated culture into behavior and academic support as well as into the research designs. In future application, cultural responsiveness among professionals will be a key element to ensure that future intervention support will meaningfully change the lives of students and will be sustained over time. ; Adviser: Robert Homer Keyword: Cultural responsiveness; Early literacy; English as a second language; English language learners; Function-based interventions; Instructional interventions; Positive behavior support; Problem behaviors; Reading; Thailand URL: http://hdl.handle.net/1794/10066 BASE Hide details

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