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dc.contributor.authorMonzalve-Macaya, Manuel
dc.contributor.authorTrader, Barbara
dc.contributor.authorStonemeier, Jennifer
dc.contributor.authorBerg, Tricia
dc.contributor.authorKnowles, Christen
dc.contributor.authorMassar, Michelle
dc.contributor.authorPinkelman, Sarah
dc.contributor.authorNese, Rhonda
dc.contributor.authorRuppert, Traci
dc.contributor.authorHorner, Robert
dc.date.accessioned2017-09-11T17:12:28Z
dc.date.available2017-09-11T17:12:28Z
dc.date.issued2017
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/135
dc.description.abstractThe use of restraint and seclusion in schools has been identified repeatedly as an approach that is overused, misused, and potentially dangerous. In this article, we emphasize the importance of an approach to supporting students with significant problem behavior that focuses on prevention, evidence-based intervention procedures, heightened levels of monitoring, and documented professional development. While the need for the use of restraint in emergency conditions will remain, the overall rate at which restraint and seclusion are used needs to be reduced and the quality of support for students with significant problem behavior needs to improve. An example of one district that is adopting a comprehensive alternative approach is provided.es_CL
dc.language.isoenes_CL
dc.sourceResearch and Practice for Persons with Severe Disabilities, 42(2), 75-88es_CL
dc.subjectSeclusiones_CL
dc.subjectRestraintes_CL
dc.subjectPolicyes_CL
dc.subjectEvidence-based practiceses_CL
dc.titlePromoting inclusion through evidence-based alternatives to restraint and seclusiones_CL
dc.typeArticlees_CL
dc.ucm.facultadFacultad de Ciencias de la Educaciónes_CL
dc.ucm.indexacionScopuses_CL
dc.ucm.indexacionIsies_CL
dc.ucm.urisibib2.ucm.cl:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1140971&lang=es&site=eds-live&scope=sitees_CL
dc.ucm.doidx.doi.org/10.1177/1540796917698830es_CL


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