Franci Crepeau-Hobson - Academia.edu (original) (raw)
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ULHT - Universidade Lusofona de Humanidades e Tecnologias
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Papers by Franci Crepeau-Hobson
Encyclopedia of Special Education, Feb 7, 2014
Intervention In School And Clinic, Aug 30, 2012
ABSTRACT This article explores the promises and pitfalls of a response to intervention (RTI) mode... more ABSTRACT This article explores the promises and pitfalls of a response to intervention (RTI) model for gifted students with learning disabilities (LD). Although much has been written about the potential benefits and challenges of RTI for identifying and serving students with LD, the ramifications of this model for gifted students with LD have not been fully explored. This article addresses this void by examining the potential of RTI to meet the unique learning needs of gifted students with LD. Inherent challenges this model may pose are discussed and suggestions for practitioners are provided.
Applied neuropsychology. Child, Sep 14, 2022
The American Journal of Bioethics, 2020
Journal of Contemporary Psychotherapy, Jan 18, 2024
Professional Psychology: Research and Practice
Fostering the Emotional Well-Being of our Youth, 2020
This chapter focuses on strategies that can be implemented in the aftermath of a school or commun... more This chapter focuses on strategies that can be implemented in the aftermath of a school or community crisis to help restore the exposed students’ basic problem-solving abilities and help them return to precrisis levels of functioning or, depending on the impact and severity of the incidents, to adjust to a new normal. The authors first focus on empirically supported elements of crisis intervention that can be implemented within a multitiered model of service delivery. These include promoting a sense of safety, calming and supporting fearful individuals, engendering a sense of self and collective efficacy, increasing feelings of connectedness with others, and instilling hope in victims. Practical intervention strategies are provided regarding responding to mass shooting incidents, deaths of students and faculty, student suicide, and natural disasters. The chapter includes an illustrative case study and concludes with lessons learned from the authors’ experiences as school- and univer...
A resource from the National Association of School Psychologists │ www.nasponline.org │ 301-657-0... more A resource from the National Association of School Psychologists │ www.nasponline.org │ 301-657-0270 Acts of violence at school, especially school shootings that involve fatalities, are perhaps the most potentially traumatic crises that schools can experience. How school communities process and respond to such violence can be influenced by whether the perpetrator was a stranger, a known adult, or a former or current student. Below are some considerations that go beyond standard crisis response and recovery interventions and procedures that may be helpful when the perpetrator is a current student at the school.
Encyclopedia of Special Education, Feb 7, 2014
Intervention In School And Clinic, Aug 30, 2012
ABSTRACT This article explores the promises and pitfalls of a response to intervention (RTI) mode... more ABSTRACT This article explores the promises and pitfalls of a response to intervention (RTI) model for gifted students with learning disabilities (LD). Although much has been written about the potential benefits and challenges of RTI for identifying and serving students with LD, the ramifications of this model for gifted students with LD have not been fully explored. This article addresses this void by examining the potential of RTI to meet the unique learning needs of gifted students with LD. Inherent challenges this model may pose are discussed and suggestions for practitioners are provided.
Applied neuropsychology. Child, Sep 14, 2022
The American Journal of Bioethics, 2020
Journal of Contemporary Psychotherapy, Jan 18, 2024
Professional Psychology: Research and Practice
Fostering the Emotional Well-Being of our Youth, 2020
This chapter focuses on strategies that can be implemented in the aftermath of a school or commun... more This chapter focuses on strategies that can be implemented in the aftermath of a school or community crisis to help restore the exposed students’ basic problem-solving abilities and help them return to precrisis levels of functioning or, depending on the impact and severity of the incidents, to adjust to a new normal. The authors first focus on empirically supported elements of crisis intervention that can be implemented within a multitiered model of service delivery. These include promoting a sense of safety, calming and supporting fearful individuals, engendering a sense of self and collective efficacy, increasing feelings of connectedness with others, and instilling hope in victims. Practical intervention strategies are provided regarding responding to mass shooting incidents, deaths of students and faculty, student suicide, and natural disasters. The chapter includes an illustrative case study and concludes with lessons learned from the authors’ experiences as school- and univer...
A resource from the National Association of School Psychologists │ www.nasponline.org │ 301-657-0... more A resource from the National Association of School Psychologists │ www.nasponline.org │ 301-657-0270 Acts of violence at school, especially school shootings that involve fatalities, are perhaps the most potentially traumatic crises that schools can experience. How school communities process and respond to such violence can be influenced by whether the perpetrator was a stranger, a known adult, or a former or current student. Below are some considerations that go beyond standard crisis response and recovery interventions and procedures that may be helpful when the perpetrator is a current student at the school.