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Livros sobre o tema "Tierces interventions"

Autor: Grafiati

Publicado: 25 de janeiro de 2025

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1

Pullen, Paige C., e Michael J. Kennedy, eds. Handbook of Response to Intervention and Multi-Tiered Systems of Support. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203102954.

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2

Emmanuel, Decaux, e Pettiti Christophe, eds. La tierce intervention devant la Cour européenne des droits de l'homme et en droit comparé. Bruxelles: Bruylant, 2009.

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3

Emmanuel, Decaux, e Pettiti Christophe, eds. La tierce intervention devant la Cour européenne des droits de l'homme et en droit comparé. Bruxelles: Bruylant, 2009.

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4

Hoover, John J. Differentiating learning differences from disabilities: Meeting diverse needs through multi-tiered response to intervention. Upper Saddle River, NJ: Pearson, 2009.

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5

Fouchard, Isabelle. Les tiers aux conflits armés et la protection des populations civiles. Paris: Pedone, 2010.

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6

Côté, Pierre-F. L' intervention des tiers en période électorale et les contributions versées aux partis politiques et aux candidats au regard des Chartes. [Québec]: Directeur général des élections du Québec, 1991.

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7

Côté, Pierre-F. L' intervention des tiers en période électorale et les contributions versées aux partis politiques et aux candidats au regard des chartes. 2^a ed. [Québec]: Directeur général des élections du Québec, 1994.

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8

Binet, Lise. La mise au secret du VIH-sida par les personnes atteintes et par les proches: Recension des écrits : stigmate, mise au secret, secret partagé et intervention psychosociale autour du secret. [Québec]: Université Laval, 1997.

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9

Strenges, Stephen, e Glenn W. Currier. Interventions for Acute Agitation. Editado por Phillip M. Kleespies. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199352722.013.41.

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Given the constant and often increasing risks for violence against mental health professionals, the effective evaluation, management, and treatment of patients with psychotic agitation is of critical importance to ensuring safety. This chapter builds upon several articles of the American Association for Emergency Psychiatry’s Project BETA, which proposes guidelines and best practices for the treatment of agitation. We suggest that clinicians use a tiered, progressive approach to treating agitation in which they attempt less-invasive methods such as verbal de-escalation before drug intervention, when medically appropriate. It is argued that treatment should be proportionate to the severity of agitation, and pharmacological intervention should be used as a last resort.

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10

Kelly, Michael S., Johnny S. Kim e Cynthia Franklin. SFBT Within the Tier 3 Framework. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190607258.003.0006.

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Rounding out the Response-to-Intervention framework, Chapter 6 focused on how school social workers assist students who may need more intensive individual support. Many school social workers are expected to serve students who require the most intensive level of intervention; indeed, for many school social workers, this work is the basis of most of their day-to-day practice. This work is often identified as involving interventions at Tier 3 (Indicated), as part of the 3-tier MTSS (Multi-tiered Systems of Supports) framework, one of the most well-known intervention frameworks active in American schools today. This chapter features case examples of “SFBT in Action” within Tier 3.

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11

Radley, Keith C., e Evan H. Dart, eds. Handbook of Behavioral Interventions in Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190843229.001.0001.

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Teachers face a number of challenges when educating students. While tasked with providing effective instruction, teachers are also required to manage student behavior. Prevalence of student problem behavior is a strong indicator of failing schools, with problem behavior being correlated with reduced academic achievement, truancy, bullying, and loss of teacher time. Given the increased focus on school and teacher accountability, there also has been an increased demand for intervention programs that may effectively reduce levels of problem behavior in school settings. Though many practices have been found to be effective in modifying behavioral trajectories, researchers have often found that evidence-based practices are underutilized in applied settings. Given that many empirically supported interventions have failed to be widely adopted, this book provides school-based personnel (in training and practice) with a thorough description of the application of behavioral interventions in schools. Interventions are described in terms of a tiered model of service delivery. For intervention strategies described, case examples are provided to illustrate application of the described strategies. Additionally, book chapters have been developed to align with the Behavior Analysis Certification Board Task List (5th ed.). The book walks trainees and practitioners through the entire process of assessment of problem behaviors to intervention and progress monitoring.

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12

Kennedy, Michael J., Paige Pullen e Sarah R. Powell. Handbook of Response to Intervention and Multi-Tiered Instruction. Taylor & Francis Group, 2018.

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13

Pullen, Paige C., Michael J. Kennedy e Sarah R. Powell. Handbook of Response to Intervention and Multi-Tiered Instruction. Taylor & Francis Group, 2018.

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14

Handbook of Behavioral Interventions in Schools: Multi-Tiered Systems of Support. Oxford University Press, Incorporated, 2019.

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15

Pullen, Paige C., e Michael J. Kennedy. Handbook of Response to Intervention and Multi-Tiered Systems of Support. Taylor & Francis Group, 2018.

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16

Pullen, Paige C., e Michael J. Kennedy. Handbook of Response to Intervention and Multi-Tiered Systems of Support. Taylor & Francis Group, 2018.

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17

Writing Instruction and Intervention for Struggling Writers: Multi-Tiered Systems of Support. Cambridge Scholars Publishing, 2023.

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18

Educator's Guide to Schoolwide Positive Behavioral Interventions and Supports: Integrating All Three Tiers. Solution Tree, 2017.

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19

Linking assessment to instruction in multi-tiered models: Teacher's guide to selecting reading, writing and mathematics interventions. Boston: Pearson, 2012.

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20

Kelly, Michael S., Johnny S. Kim e Cynthia Franklin. SFBT Within the Tier 2 Framework. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190607258.003.0005.

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The educational policy changes of the past 20 years have increased the focus on the provision of prevention services within schools, both for individual students and for social-emotional programming delivered in their classroom. Whether characterized as Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), or Multi-Tiered Systems of Supports (MTSS), the focus on a 3-tier framework of universal (Tier 1), selective (Tier 2) and indicated (Tier 3) has become one of the largest evidence-based framework ever scaled up within American schools, with over 19,000 schools across all 50 states having implemented PBIS by this writing. This chapter focuses on an example of a SFBT Tier 2 intervention, the Working on What Works (WOWW) teacher coaching intervention, that strives to create a better classroom climate for teachers and their students.

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21

Wesenberg, Sandra. Tiere in der Sozialen Arbeit: Mensch-Tier-Beziehungen und Tiergestutzte Interventionen. Kohlhammer, W., GmbH, 2019.

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22

Tiere in der Sozialen Arbeit: Mensch-Tier-Beziehungen und Tiergestützte Interventionen. Kohlhammer Verlag, 2024.

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23

Jimerson, Shane R., Matthew K. Burns e Amanda M. VanDerHeyden. Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support. Springer, 2015.

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24

Jimerson, Shane R., Matthew K. Burns e Amanda M. VanDerHeyden. Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support. Springer London, Limited, 2015.

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25

Jimerson, Shane R., Matthew K. Burns e Amanda M. VanDerHeyden. Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support. Springer, 2016.

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26

Miller, Elizabeth, e Eric Sigel, eds. AM:STARS: Youth Violence Prevention and Intervention in Clinical and Community-based Settings, Vol. 27, No. 2. American Academy of Pediatrics, 2016. http://dx.doi.org/10.1542/9781581109399.

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Adolescent Medicine: State of the Art Reviews (AM:STARs) is the official publication of the American Academy of Pediatrics Section on Adolescent Health. AM:STARs is a series of clinical reviews that detail advances in the diagnosis and management of a wide range of health problems affecting adolescents. Edited by the AAP Section on Adolescent Health, AM:STARs helps you stay up-to-date in key areas of current adolescent clinical practice. This widely respected resource continues to deliver practice-focused, useful information you won't see anywhere else. Articles in this issue: The role of the health care professional in curbing youth violence Assessing and treating youth violence in the primary care setting Violence and mental health: trauma-informed practice and wellness approach to violence victimization Adolescent relationship abuse prevention and intervention Social media, cyberbullying, and adolescent health Media use and violence perpetration Substance abuse and violence Promoting resilience for youth who are violence involved Firearm risk: assessment and intervention in the health care setting Building an evidence-based multi-tiered system of support for violence prevention in the health care setting Treating youth violence in the hospital and emergency department settings

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27

Multi-Tiered Systems of Support: A Flowchart for MTSS, RTI, SWPBS, Social-Emotional RTI, and Suicide Prevention & Intervention--NYC Edition. National Professional Resources, Incorporated, 2019.

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28

RTI Meets Writer's Workshop: Tiered Strategies for All Levels of Writers and Every Phase of Writing. Corwin Press, 2013.

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29

Kearney, Christopher A. Helping School Refusing Children and Their Parents. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190662059.001.0001.

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The overall purpose of this book is to provide a highly practical guide for school professionals to efficiently address cases of youth with school refusal behavior at different levels of severity and complexity. School refusal behavior can consist of full or part-day absences, tardiness, skipped classes, morning misbehaviors in an attempt to miss school, and school attendance under considerable duress. School refusal behavior is a pervasive and difficult problem faced by many types of mental health professionals (e.g., psychologists, psychiatrists, marriage and family therapists), school officials (e.g., administrators, guidance counselors, school-based social workers, school psychologists), and others (e.g., pediatricians, probation officers). School refusal behavior, even in mild forms, has been shown to be a significant risk factor for social, behavioral, and academic problems in middle childhood and adolescence as well as psychiatric, economic, and occupational difficulties in adulthood. This book provides assessment and intervention strategies along a multi-tiered model that includes systemic approaches to prevent school absenteeism (Tier 1), clinical techniques for emerging or moderate cases of absenteeism (Tier 2), and educational and other procedures for chronic and severe cases of absenteeism (Tier 3).

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30

Brown-Chidsey, Rachel, e Rebekah Bickford. Practical Handbook of Multi-Tiered Systems of Support: Building Academic and Behavioral Success in Schools. The Guilford Press, 2015.

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31

Brown-Chidsey, Rachel, e Rebekah Bickford. Practical Handbook of Multi-Tiered Systems of Support: Building Academic and Behavioral Success in Schools. Guilford Publications, 2015.

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32

Brown-Chidsey, Rachel, e Rebekah Bickford. Practical Handbook of Multi-Tiered Systems of Support: Building Academic and Behavioral Success in Schools. Guilford Publications, 2015.

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33

Countermeasures, the non-injured state and the idea of international community: Theory and practice in international law. New York: Routledge, 2009.

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