Recursos

Adamson, R., & Nelson, J. (2022, January 16). Crisis intervention programs: Uncovering the knowledge, use, and dissemination of deescalation practices within school settings [Presentation]. CEC 2022 Special Education Convention & Expo, Orlando, FL.

Aloe, A.M., Shislet, S.M., Norris, B.D., Nickerson, A.B., & Rinker, T.W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44.

Benner, G. J., Nelson, J.R., Sanders, E.A., & Ralston, N.C. (2012). Behavior intervention for students with externalizing behavior problems: Primary level standard protocol. Exceptional Children, 78(2), 181-198.

Blank, C., & Shavit, Y. (2016). The association between student reports of classmates’ disruptive behavior and student achievement. AERA Open, 2(3), 1-17.

Centers for Disease Control and Prevention. (2022, March 4). Data and statistics on children’s mental health. Tomado de: https://www.cdc.gov/childrensmentalhealth/data.html

Center on Positive Behavioral Interventions & Supports. (n.d.). School-wide. Tomado de https://www.pbis.org/topics/school-wide.

Colvin, G., &. Scott, T.M. (2015). Managing the cycle of acting-out behavior in the classroom (2^nd ed.). Thousand Oaks, CA: Corwin.

Comprehensive, Integrated, Three-Tiered Model of Prevention. (2016). Tertiary (tier 3) intervention grid: For elementary schools. Tomado de https://www.ci3t.org/wp-content/uploads/2016/08/00_Individualized-De-escalation-Support-Plan-Grid-DRAFT2.pdf

EAB. (2019). Breaking bad behavior: The rise of classroom disruptions in early grades and how districts are responding. District Leadership Forum. Tomado de: http://pages.eab.com/rs/732-GKV-655/images/BreakingBadBehaviorStudy.pdf

Hopeful Futures Campaign. (2022). America’s school mental health report card. Tomado de: https://hopefulfutures.us/wp-content/uploads/2022/02/Final_Master_021522.pdf

Kokkinos, C.M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.

McCormick, J., & Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293.

Musu, L., Zhang, A., Wang, K., Zhang, J., & Oudekerk, B.A. (2019). Indicators of school crime and safety: 2019 (NCES 2019-047/NCJ 252571). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, D.C.

National Center for Education Statistics. (2022). School Pulse Panel. Tomado de https://ies.ed.gov/schoolsurvey/spp/

Pearse, M. (2015, November 13). The importance of debriefing in learning and what that might look like in the classroom. Tomado de https://corwin-connect.com/2015/11/the-importance-of-debriefing-in-learning-and-what-that-might-look-like-in-the-classroom/

Sugai, G., & Colvin, G. (1997). Debriefing: A transition step for promoting acceptable behavior. Education and Treatment of Children, 20(2), 209-221.

Wisconsin Department of Public Instruction (2021). Inclusive strategies to address behavioral needs for students with IEPs. Tomado de https://dpi.wi.gov/sites/default/files/imce/sped/pdf/pbis-response-cycle-4b.pdf.

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Este artículo explica la justicia reparadora y explora las prácticas reparadoras utilizadas en las escuelas. La revisión bibliográfica demuestra los beneficios de la justicia reparadora, como la mejora del clima escolar, la gestión positiva de los conflictos, las relaciones positivas y las habilidades sociales y emocionales.

Martel, C., & Cavanaugh, B. (2016). Preventing and responding to student escalation: Combining de-escalation strategies and function-based support. Journal of the American Academy of Special Education Professionals, 31-43. Tomado de https://files.eric.ed.gov/fulltext/EJ1129816.pdf

Este artículo examina el ciclo de la conducta desafiante y el apoyo basado en funciones, y combina ambos en una propuesta de intervención para los comportamientos problemáticos en el aula.

CCNetwork National Center. (2022). Trauma-informed practices resource list dashboard. Tomado de https://app.smartsheet.com/b/publish?EQBCT=f250258487f7488594d1a0327ace297b

Este sitio está alojado por la Comprehensive Center Network (CCNetwork) y presenta 20 Centros de Asistencia Técnica financiados con fondos federales. La información útil de este sitio incluye una lista de recursos sobre prácticas en función del trauma. El panel muestra varias categorías para una exploración más profunda, como el abordaje del duelo y el trauma histórico. Estas categorías contienen enlaces a reseñas bibliográficas, páginas web, artículos, estrategias y conjuntos de herramientas con más información.

Kelley, B. (n.d.). Responding to problem behavior in a PBIS classroom. CalTAC PBIS. Tomado de https://www.pbiscaltac.org/resources/high%20school/2019%20Symposium/Responding%20to%20Problem%20Behavior%20HandoutFinal.pdf

Este documento del California Technical Assistance Center sobre Intervenciones y apoyos conductuales positivos describe el ciclo de la conducta desafiante y las estrategias docentes para abordar cada fase.

Comprehensive, Integrated, Three-Tiered Model of Prevention. (2016). Template: Individualized de-escalation support plan. Tomado de https://www.ci3t.org/wp-content/uploads/2016/01/02_Individualized-Deescalation-Support-Plan-TEMPLATE.pdf

Los educadores pueden utilizar esta plantilla para documentar las características de los estudiantes durante cada fase del ciclo de la conducta desafiante y registrar las estrategias para apoyar a los estudiantes en cada fase respectiva.