Papers by Sarup R. Mathur
Residential Treatment for Children & Youth, Oct 2, 2015
It is well documented that youth in residential treatment settings and juvenile justice facilitie... more It is well documented that youth in residential treatment settings and juvenile justice facilities face a myriad of challenges when transitioning to school, work, or other community settings. Multitiered systems of support can be used to help prepare youth for this transition. A central tenet of a multitiered system is to provide evidenced-based interventions at three levels: universal, targeted, and personalized. This article describes an intervention, Merging Two Worlds, used at the targeted level with youth in a secure care facility. Merging Two Worlds is a curriculum specifically designed to provide students with the knowledge and skills they need to address the challenges they may face in the transition process. Data from two different studies using Merging Two Worlds are presented, findings are discussed, and recommendations for practice are provided.
The mission of NDTAC is to improve educational programming for youth who are neglected, delinquen... more The mission of NDTAC is to improve educational programming for youth who are neglected, delinquent, or at risk of academic failure. NDTAC's mandates are to provide information, resources, and direct technical assistance to States and those who support or provide education to youth who are neglected or delinquent, to develop a model and tools to assist States and providers with reporting data and evaluating their services, and to serve as a facilitator to increase information-sharing and peer-to-peer learning at State and local levels. For additional information on NDTAC, visit http://www.neglected-delinquent.org.
Education and Treatment of Children, 2017
Youth & Society, Jan 29, 2019
The purpose of this study was to listen to what youth with special needs in juvenile justice (JJ)... more The purpose of this study was to listen to what youth with special needs in juvenile justice (JJ) settings say they need to be successful during reentry. The three instruments used to gain an understanding of their perspectives on reentry and their perceptions of barriers include (a) intake interviews, (b) focus groups, and (c) semi-structured post-release interviews. Major themes shared are related to reentry programming, post-release transition activities, barriers to success, influences, and outcomes. This article also notes the differences between productively engaged and not productively engaged youth. Finally, the article discusses implications of these findings on transition programming and reentry practices for youth and JJ settings.
Education and Treatment of Children, 2015
Education and Treatment of Children, 2015
The purpose of this paper was to summarize the implementation of a schoolwide tiered intervention... more The purpose of this paper was to summarize the implementation of a schoolwide tiered intervention program in three Midwestern U.S. elementary schools over a period of three years. The program, Social Skills Training and Aggression Reduction Techniques plus Time-Away (START Plus) includes components of social skills training at the universal primary level, small group instruction at the targeted level, and individualized, intensive intervention in problem-solving and conflict resolution at the tertiary level. The effectiveness of the tiered program was assessed through measures of attendance, frequency of Time-Away referrals, frequency of disciplinary referrals, and levels of academic achievement. Results indicated significant increases in attendance, reductions in Time-Away and disciplinary referrals, and mixed results in academic achievement scores. Informal survey and anecdotal data indicated changes in the climate of the school. Implications for future research and limitations are included.
School Mental Health, Jun 13, 2017
Mental illness is a major public health concern with significant social cost. Symptoms of mental ... more Mental illness is a major public health concern with significant social cost. Symptoms of mental health problems generally emerge during the school-age years. Although effective interventions are available to decelerate or eliminate incipient concerns, they are rarely accessible to youth. Evidence suggests that school-based mental health services (SBMHS) have the highest likelihood of reaching youth in need. In this paper, the authors and the Council for Children with Behavior Disorders present a foundation for future policy recommendations relative to the need for SBMHS and recommendations for implementation.
Behavioral Disorders, Jul 26, 2021
In this article, we follow up on recommendations from the Division for Emotional and Behavioral H... more In this article, we follow up on recommendations from the Division for Emotional and Behavioral Health (DEBH) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also consider broad issues that interfere with the success of SMH. We then provide a number of specific recommendations for integrating the delivery of SMH services within a tiered system of supports that are intended to empower school staff to move toward implementation. Last, we address how effective implementation can be facilitated by strong administrative support along with capacity building.
Emotional and Behavioral Disorders Many terms are used to describe emotional, behavioral or menta... more Emotional and Behavioral Disorders Many terms are used to describe emotional, behavioral or mental disorders. Currently, students with such disorders are categorized as having an emotional disturbance, which is defined under the Individuals with Disabilities Education Act as follows: "...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance-(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems." [Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]
Preventing School Failure: Alternative Education for Children and Youth, 2022
Behavioral Disorders, 2021
This document provides recommendations of the Council for Children with Behavioral Disorders (CCB... more This document provides recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of seclusion in schools. It updates the CCBD’s position on this topic first published in 2009 and includes (a) key definitions, (b) a summary of problems with the use of seclusion, (c) strategies to eliminate the use of seclusion, (d) a summary of law and policy related to seclusion, (e) a summary of research on seclusion, (f) a declaration of principles, and (g) recommendations regarding the elimination of seclusion in educational settings. A parallel document provides recommendations related to the use of physical restraint procedures in educational settings, which is often associated with the use of seclusion procedures.
Behavioral Disorders, 2012
Behavioral Disorders, 2010
Students with and at risk for emotional and behavioral disorders typically demonstrate low rates ... more Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students’ oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral support for 4 second-grade students with reading difficulties and behavioral challenges, and 5 students with reading difficulties only. Results indicated that all students benefited; however, 2 students with behavioral challenges responded at greater rates and 2 responded with similar rates of growth compared to students with reading risk alone. Students’ level of attention may have contributed to student responsiveness as students with higher levels of inattention were less responsive to the intervention. Limitations, direction for future research, and educational implementation are discussed.
Journal of Education and Training Studies, 2016
In this article, the authors share a case study of a special educator who worked closely with a l... more In this article, the authors share a case study of a special educator who worked closely with a leadership team in an urban elementary school to establish universal behavior expectations for all students. The special educator was a behavior coach in the urban elementary school located in a southwestern school of the United States of America. Following an action research framework, the special educator also the lead author worked closely with the leadership team to solve the issue of high office disciplinary referrals (ODRs) for aggressive behaviors. The aggressive behaviors included actions that harm others, such as assault, bullying, hitting, etc. The methodology included the team establishing universal expectations within the school-wide positive behavior supports framework taking into consideration parental feedback and university colleagues' input. To evaluate the effectiveness of universal expectations, the team tracked the number of ODRs for two years. Findings indicate that the adoption of schoolwide behavior expectations resulted in the overall reduction of ODRs by 47% and ODRs for aggressive behaviors reduced by 50% from Year 1 to 2. These findings have implications for educators serving students in urban schools settings.
Journal of Education and Training, 2015
114 school teachers from two urban schools participated in an online survey focusing on classroom... more 114 school teachers from two urban schools participated in an online survey focusing on classroom management skills. Results were analyzed using a mixed method approach. Teachers reported confidence in general classroom management skills. Hierarchical regression results indicated significant gender difference in favor of female teachers and positive correlations between perceived value of professional development (PD) and teacher confidence in general classroom management, addressing specific challenging behaviors, and motivating learners. Furthermore, the teachers favored face-to-face methods as compared to web-based options. Implications for developing an understanding of teacher manageability to provide PD experiences to improve day-today classroom management practice are discussed.
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Papers by Sarup R. Mathur