L'Identification des eleves qui presentent des troubles du comportement et l'evaluation de leurs besoins. Ecole et comportement. (Identification of Students with Behavior Problems and Evaluation of Their Needs. School and Behavior.)
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| Title: | L'Identification des eleves qui presentent des troubles du comportement et l'evaluation de leurs besoins. Ecole et comportement. (Identification of Students with Behavior Problems and Evaluation of Their Needs. School and Behavior.) |
|---|---|
| Language: | French |
| Authors: | Tremblay, Richard, Royer, Egide, Ministry of Education, Quebec (Canada). |
| Peer Reviewed: | N |
| Page Count: | 70 |
| Publication Date: | 1992 |
| Intended Audience: | Practitioners |
| Document Type: | Information Analyses Guides - Non-Classroom |
| Descriptors: | Behavior Problems, Definitions, Elementary School Students, Elementary Secondary Education, Evaluation Methods, Foreign Countries, Handicap Identification, Incidence, Intervention, School Districts, Secondary School Students, Student Evaluation |
| Geographic Terms: | Canada |
| ISBN: | 978-2-550-23491-3 |
| Abstract: | This guide focuses on identification and evaluation of students with behavior problems, emphasizing that identification of behavior problems is influenced by social values. The first chapter discusses the necessity for developing a definition of behavior problems from the educator's perspective, and outlines prevalence rates for behavior problems in Quebec, Canada. The second chapter describes the evolution of official definitions used by school districts in Quebec. This chapter notes the practical difficulties underlying former definitions. The third chapter clarifies the current definition, indicating criteria which permit, with a minimum of ambiguity, the identification of students with behavior problems. In the fourth chapter, two complementary methods of behavior evaluation (normative assessment and functional assessment) are presented, and their advantages and disadvantages are outlined. Normative assessment serves to group and classify observations, while functional assessment orients itself towards immediate intervention. The final chapter addresses the practice of evaluation, outlining the following five steps in the evaluation process: dealing with the problem in the classroom; prereferral intervention; assessment of the need for special education services; choice of appropriate interventions; and implementation and subsequent re-evaluation of selected interventions. (Contains 52 references.) (JDD) |
| Entry Date: | 1993 |
| Accession Number: | ED356590 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED356590 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED356590 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: L'Identification des eleves qui presentent des troubles du comportement et l'evaluation de leurs besoins. Ecole et comportement. (Identification of Students with Behavior Problems and Evaluation of Their Needs. School and Behavior.) – Name: Language Label: Language Group: Lang Data: French – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tremblay%2C+Richard%22">Tremblay, Richard</searchLink><br /><searchLink fieldCode="AR" term="%22Royer%2C+Egide%22">Royer, Egide</searchLink><br /><searchLink fieldCode="AR" term="%22Ministry+of+Education%2C+Quebec+%28Canada%29%2E%22">Ministry of Education, Quebec (Canada).</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 70 – Name: DatePubCY Label: Publication Date Group: Date Data: 1992 – Name: Audience Label: Intended Audience Group: Audnce Data: Practitioners – Name: TypeDocument Label: Document Type Group: TypDoc Data: Information Analyses<br />Guides - Non-Classroom – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Handicap+Identification%22">Handicap Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 978-2-550-23491-3 – Name: Abstract Label: Abstract Group: Ab Data: This guide focuses on identification and evaluation of students with behavior problems, emphasizing that identification of behavior problems is influenced by social values. The first chapter discusses the necessity for developing a definition of behavior problems from the educator's perspective, and outlines prevalence rates for behavior problems in Quebec, Canada. The second chapter describes the evolution of official definitions used by school districts in Quebec. This chapter notes the practical difficulties underlying former definitions. The third chapter clarifies the current definition, indicating criteria which permit, with a minimum of ambiguity, the identification of students with behavior problems. In the fourth chapter, two complementary methods of behavior evaluation (normative assessment and functional assessment) are presented, and their advantages and disadvantages are outlined. Normative assessment serves to group and classify observations, while functional assessment orients itself towards immediate intervention. The final chapter addresses the practice of evaluation, outlining the following five steps in the evaluation process: dealing with the problem in the classroom; prereferral intervention; assessment of the need for special education services; choice of appropriate interventions; and implementation and subsequent re-evaluation of selected interventions. (Contains 52 references.) (JDD) – Name: DateEntry Label: Entry Date Group: Date Data: 1993 – Name: AN Label: Accession Number Group: ID Data: ED356590 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED356590 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: French PhysicalDescription: Pagination: PageCount: 70 Subjects: – SubjectFull: Behavior Problems Type: general – SubjectFull: Definitions Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Handicap Identification Type: general – SubjectFull: Incidence Type: general – SubjectFull: Intervention Type: general – SubjectFull: School Districts Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Student Evaluation Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: L'Identification des eleves qui presentent des troubles du comportement et l'evaluation de leurs besoins. Ecole et comportement. (Identification of Students with Behavior Problems and Evaluation of Their Needs. School and Behavior.) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ministry of Education, Quebec (Canada). – PersonEntity: Name: NameFull: Tremblay, Richard – PersonEntity: Name: NameFull: Royer, Egide IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 1992 Identifiers: – Type: isbn-print Value: 978-2-550-23491-3 |
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