EDP Sciences logo
Web of Conferences logo
Search
Menu
All issues Volume 30 (2016) SHS Web Conf., 30 (2016) 00033 References
Open Access
Issue
SHS Web Conf.
Volume 30, 2016
5th International Interdisciplinary Scientific Conference SOCIETY. HEALTH. WELFARE
Article Number 00033
Number of page(s) 12
DOI https://doi.org/10.1051/shsconf/20163000033
Published online 14 September 2016
  1. Valstybinė švietimo 2013–2022 metų strategija, [interactive], <http://www.smm.lt= [Google Scholar]
  2. 2012 m. Tarybos ir Komisijos bendro pranešimo apie Europos bendradarbiavimo švietimo ir mokymo srityje strateginės programos (“ET 2020”) įgyvendinimą, projektas Švietimas ir mokymas pažangioje, tvarioje ir integracinėje Europoje. Briuselis, 2011.12.20 KOM (2011) [Google Scholar]
  3. 2014–2020 metų nacionalinės pažangos programa, Lietuvos Respublikos Vyriausybės 2012 m. lapkričio 28 d. nutarimas Nr. 1482б [interactive], <http://www.smm.lt= [Google Scholar]
  4. I. Leliūgienė, Socialinė pedagogika. Kaunas: Technologija (2002) [Google Scholar]
  5. G. Kvieskienė, Pozityvioji socializacija. Vilnius: Vilniaus pedagoginio universiteto leidykla (2005) [Google Scholar]
  6. O. Merfeldaitė, O. Socialinės pedagoginės pagalbos efektyvumas mokykloje: klasės auklėtojų požiūris. Socialinis ugdymas. Vilnius, Nr. 3 (14), (2007) [Google Scholar]
  7. Lietuvos Respublikos švietimo įstatymas. Valstybės Žinios, 1991, Nr. 23–593; 2003, Nr. 63-2853; 2004, Nr. 103–3755, Nr. 120–4437; 2006, Nr. 73–2758; 2007, Nr. 43–1628, Nr. 77–3045, Nr. 81–3324; 2009, Nr. 89–3802, Nr. 93–3975; 2010, Nr. 15–701 [Google Scholar]
  8. Socialinės pedagoginės pagalbos teikimo tvarkos aprašas. Valstybės žinios, 2011, Nr. 38-1804 [Google Scholar]
  9. Lietuvos Respublikos vaiko minimalios ir vidutinės priežiūros įstatymas (2007, 2010). Valstybės žinios, 2007. Nr. XI-1238; Valstybės žinios, 2010. Nr. XI-1232 [Google Scholar]
  10. L. Rupšienė, Nenoras mokytis – socialinis pedagoginis reiškinys. Klaipėda: Klaipėdos universitetas (2000) [Google Scholar]
  11. A. Ališauskas, Vaiko psichopedagoginis vertinimas: pokyčių perspektyva: mokomoji knyga. Šiauliai: Šiaulių universiteto leidykla (2007) [Google Scholar]
  12. O. Merfeldaitė, Socialinės pedagoginės pagalbos komandos veiklos modelis bendrojo lavinimo mokykloje. Daktaro disertacija, Socialiniai mokslai, edukologija (07S) (2007) [Google Scholar]
  13. V. Indrašienė, V. Suboč, Tėvų požiūris į socialinės pedagoginės pagalbos mokykloje organizavimą. Socialinis ugdymas, 5(16) 59–72 (2008) [Google Scholar]
  14. V. Targamadzė, D. Valeckienė, E . Kvieskaitė, Mokykloje dirbančių specialistų brėžiamų problemų eskizas pedagoginėje-psichologinėje erdvėje. Socialinis ugdymas, 5(16), 31–51 (2008) [Google Scholar]
  15. O. Merfeldaitė, V. Indrašienė, Social Pedagogical Assistance in School as a means for Implementation of Social Justice in Education. Tiltai, 1(50). P. 63—71 (2010) [Google Scholar]
  16. V. Targamadzė, Tyrimas: “12–14 metų mokinių mokymo(si) didaktinės problemos ir jų sprendimo galimybės” (2009) [Google Scholar]
  17. O. Merfeldaitė, Socialinės pedagoginės pagalbos komanda ugdymo institucijoje: veiklos prielaidos ir organizavimo ypatumai. Pedagogika, 76, p. 51–55 (2005) [Google Scholar]
  18. O. Merfeldaitė, O. Socialinių pedagoginių problemų bendrojo lavinimo mokykloje analizė: mokinių ir klasių auklėtojų požiūris. Pedagogika, 88, 43–49 (2007) [Google Scholar]
  19. O. Merfeldaitė, Tėvų ir mokyklos bendradarbiavimo stiprinimas sprendžiant vaikų socializacijos problemas. Socialinis ugdymas, 8(19) 59–61 (2009) [Google Scholar]
  20. O. Merfeldaitė, V. Indrašienė, Implementation of minimal care of children at the local self-government and institutional level. Socialinis darbas: mokslo darbai. Vilnius : Mykolo Romerio universitetas. 2011, 10(1), p. 6–11 (2011) [Google Scholar]
  21. O. Merfeldaitė, J. Pivorienė. Vaikų ir pagalbos specialistų požiūris į socializacijos centruose teikiamą pagalbą vaikams. Socialinis darbas : mokslo darbai = Social work : academic papers, Mykolo Romerio universitetas. Vilnius : Mykolo Romerio universitetas. 2011, 10(2), p. 255–266 (2011) [Google Scholar]
  22. V. Indrašienė, J. Pivorienė, Pagalba šeimai, kai vaikui paskirta vidutinės priežiūros priemonė. Socialinis darbas : patirtis ir metodai, Vytauto Didžiojo universitetas. Kaunas : VDU. 2012, 10(2), p. 65–82, 239–240 (2012) [Google Scholar]
  23. V. Indrašienė, O. Merfeldaitė, Evaluation of the activity of the child welfare commission in pursuance of the minimal care of the child. SHS Web of Conferences: proceedings. 3rd international interdisciplinary scientific conference. Society. Health. Welfare. 1st Congress of Rehabilitation Doctors of Latvia. Vol. 2 / Rīga Stradiņš University. Les Ulis Cedex : EDP Sciences, 2012, p. 1–6 (2012) [Google Scholar]
  24. V. Indrašienė, O. Merfeldaitė, (2013). Social pedagogical assistance for children in socialization centres of Lithuania: aproach of those that render assistance. Nauki społeczne wobec kryzysu i nowych wyzwań. Teoria i praktyka / redakcja naukowa: Zdzisława Dacko-Pikiewicz, Ingrid Emmerovā. Toruń : Wydawnictwo Edukacyjne “AKAPIT”, 2013, p. 323–334 [Google Scholar]
  25. B. Algozzine, J. Ysseldyke, The fundamentals of special education. Thousand Oaks, CA: Corwin (2006) [Google Scholar]
  26. J.E. Ysseldyke, M. Burns, S. Rosenfield,. “Blueprints” on the future of training and practice in school psychology: What do they say about educational and psychological consultation? Journal of Educational & Psychological Consultation, 19, pp. 177–196 (2009) [CrossRef] [Google Scholar]
  27. M. Snell, R. Janney, Teachers' problem-solving about children with moderate and severe disabilities in elementary classrooms. Exceptional Children, 66, pp. 472–490 (2000) [CrossRef] [Google Scholar]
  28. P. Graczyk, C. Domitrovich, M. Small, J. Zins, Serving all children: Animplementation model framework. School Psychology Review, 35, 266–274 (2006) [Google Scholar]
  29. E. Robinson, Involving the school psychologist. How to break the barriers to collaboration on professional development school leadership teams. Teacher Education and Practice, 12, 1–15 (1996) [Google Scholar]
  30. S. Rosenfield, T.A. Gravois, Instructional consultation teams: Collaborating for change. New York, NY: Guilford Press (1996) [Google Scholar]
  31. V. M. Young, D. H. Kim, Using assessments for instructional improvement: A literature review. Education Policy Analysis Archives, 18(19) (2010) [Google Scholar]
  32. M. Newell, The implementation of problem-solving consultation: An analysis of problem conceptualization in a multiracial context. Journal of Educational & Psychological Consultation, 20, pp. 83–105 (2010) [CrossRef] [Google Scholar]
  33. M. K. Burns, T. Symington, A meta-analysis of prereferral intervention teams: Student and systemic outcomes. Journal of School Psychology, 40, 437–447 (2002) [CrossRef] [Google Scholar]
  34. K. P. Boudett, E. A. City, R. J. Murnane, (Eds.), Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard University Press (2006) [Google Scholar]
  35. J . L. Graden, Arguments for change to consultation, prevention, and intervention: Will school psychology achieve ever achieve this promise? Journal of Educational and Psychological Consultation, 15, 345–349 (2004) [CrossRef] [Google Scholar]
  36. S. M. Donovan, C. T. Cross, Minority students in special and gifted education. Washington, DC: National Academy Press (2002) [Google Scholar]
  37. G.M. Crow, & D.G. Pounder,. Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36, 216–254 (2000) [CrossRef] [Google Scholar]
  38. M.S. Twomey, G. Jackson, H. Li, T. Marino, L. Melchior, J.F. Randolph, T. Retselli-Deits, J. Wysong, The Successes and Challenges of Seven Multidisciplinary Teams. Journal of Elder Abuse & Neglect, 22:3–4, 291–305 (2010) [CrossRef] [Google Scholar]
  39. T. J. D'Zurilla, A. M. Nezu, A. Maydeu-Olivares, Social problem solving: Theory and assessment. In E. C. Chang, T. J. D'Zurilla, & L. J. Sanna (Eds.), Social problem solving: Theory, research and training (pp. 11–27). Washington, DC: American Psychological Association (2004) [CrossRef] [Google Scholar]
  40. J. S. Newton, R. Horner, B. Algozzine, A. Todd, K. M. Algozzine, Using a problem-solving model for data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.). Handbook of positive behavior support (pp. 551–580). New York, NY: Springer (2009) [CrossRef] [Google Scholar]
  41. P. Tysinger, J. Tysinger, T. Diamanduros. Teacher expectations on the directiveness continuum in consultation. Psychology in the Schools, 46, 319–332 (2009) [CrossRef] [Google Scholar]
  42. V.M. Myers, Ch.E. Kline, Secondary School Intervention Assistance Teams: Can They Be Effective? The High School Journal, 85, Number 2, December 2001-January 2002 p. 33–42 (2002) [CrossRef] [Google Scholar]
  43. L. Crawford, The Role of Assessment in a Response to Intervention Model, Preventing School. Failure: Alternative Education for Children and Youth, 58:4, 230–236 (2014) [CrossRef] [Google Scholar]
  44. J. Wanzek, S. Vaughn, Research-based implications from extensive early reading interventions. School Psychology Review. 36(4):541–561 (2007) [Google Scholar]
  45. M. Burns, J.J. Appleton, J.D. Stehouwer, Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment. 23:381–394 (2005) [CrossRef] [Google Scholar]
  46. K. L. Lane, L. A. Rogers, R. J. Parks, J. L. Weisenbach, A. C. Mau, M. T. Merwin, W. A. Bergman, Function-based interventions for students who are nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levels. Journal of Emotional and Behavioral Disorders, 3, 169–184 (2007) [CrossRef] [Google Scholar]
  47. G. Sugai, Responsiveness-to-intervention: Lessons learned and to be learned. Keynote presentation at and paper for the RTI Summit, U.S. Department of Education, Washington, DC (2007) [Google Scholar]
  48. R. Brown-Chidsey, M. W. Steege, Response to intervention: Principles and strategies for effective practice. New York: Guildford Press (2005) [Google Scholar]
  49. T. J. Christ, M. K. Burns, J. E. Ysseldyke, Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. Communique, 34(3), 1–8 (2005) [Google Scholar]
  50. D. Fuchs, D. D. Deshler, What we need to know about responsiveness to intervention (and shouldn't be afraid to ask). Learning Disabilities Research & Practice, 22, 129–136 (2007) [CrossRef] [Google Scholar]
  51. D. Fuchs, L. S. Fuchs, (Eds.). Responsiveness to intervention [Special issue]. Teaching Exceptional Children, 39(5) (2007) [Google Scholar]
  52. F. M. Gresham, D. J. Reschly, W. D. Tilly, J. Fletcher, M. Burns, D. Prasse, et al. A response to intervention perspective. The School Psychologist, 59(1), 26–33 (2005) [Google Scholar]
  53. R.V. Wijk, F.A. Van Den Bosch, H.W. Volberda, Knowledge and networks. The Blackwell handbook of organizational learning and knowledge management. USA: Blackwell Publishing (2003) [Google Scholar]
  54. L. Darling-Hammond, M. McLaughlinas, Policies that support Professional Development in an Era of Reform. Phi Delta Kappan, 76(8) (1995) [Google Scholar]
  55. E. Berne, Ego states in psychotherapy. Intuition and ego states: The origins of transactional analysis (McCormick P. Ed.). San Francisco: TA Press (1977) [Google Scholar]
  56. M. Payne, Teamwork in multiprofessional care. USA: Palgrave (2000) [Google Scholar]
  57. D. Baraldsnes, A. Vaškienė, Socialinio pedagogo iššūkiai organizuojant ir teikiant socialinę-pedagoginę pagalbą mokiniams mokykloje. Tiltai. 1(62). P. 199–210 (2013) [Google Scholar]
  58. A. Juodaitytė, Vaikų individualizuoto ugdymo pedagoginės rekonstrukcijos: diskursai ir metakontekstai. Tiltai. 1(66). P. 237–247 (2014) [Google Scholar]
  59. Lietuvos Respublikos socialinės apsaugos ir darbo ministro 2013 m. spalio 22 d. įsakymu Nr. A1-588; patikslinta Lietuvos Respublikos socialinės apsaugos ir darbo ministro 2014 m. sausio 24 d. įsakymu Nr. A1-47 Socialinės įtraukties didinimo 2014–2020 m. veiksmų planas [Google Scholar]
  60. S. L. Christenson, The family–school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83–104 (2004) [Google Scholar]
  61. P. A. Halsey, Parent involvement in junior high schools: A failure to communicate. American Secondary Education, 34, 57–69 (2005) [Google Scholar]
  62. B. I. Shajith, W., P. Erchu, Bringing Parents to School: The Effect of Invitations from School, Teacher, and Child on Parental Involvement in Middle Schools. International Journal of School & Educational Psychology, 2, 11–23 (2014) [CrossRef] [Google Scholar]
  63. Intervention Assistance Teams. Arlington public schools. http://www.apsva.us/page/1982 [Google Scholar]
  64. H. H. Severson, H. M. Walker, J. Hope-Doolittle, T. R. Kratochwill, F. M. Gresham, Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology, 45, 193–223 (2007) [CrossRef] [Google Scholar]
  65. S. Fairbanks, G. Sugai, D. Guardino, M Lathrop, Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288–310 (2007) [CrossRef] [Google Scholar]
  66. R. M. Gresham, Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328–344 (2005) [Google Scholar]
  67. T. Sandomierski, D . Kincaid, B. Algozzine, Response to intervention and positive behavior support: Brothers from different mothers or sisters with different misters? Positive Behavioral Interventions and Supports Newsletter, 4(2), 1–4 (2007) [Google Scholar]
  68. I. Stravinskienė, M. Misiūnas, Kaita ir keitimasis – efektyvios kokybės vadybos sistemos pagrindas. The Quality of Higher Education, 7, p. 132–154 (2010) [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.