TY - JOUR
T1 - Supporting the Inclusion of Socially Vulnerable Early Adolescents
T2 - Theory and Illustrations of the BASE Model
AU - Farmer, Thomas W.
AU - Sterrett, Brittany I.
AU - Norwalk, Kate E.
AU - Chen, Chen Chih
AU - Dawes, Molly
AU - Hamm, Jill V.
AU - Lee, David L.
AU - Farmer, Adaline G.
N1 - Publisher Copyright:
© Copyright © 2021 Farmer, Sterrett, Norwalk, Chen, Dawes, Hamm, Lee and Farmer.
PY - 2021/1/21
Y1 - 2021/1/21
N2 - We focus on the inclusion of socially vulnerable early adolescents including students with special education needs (SEN). Building from multiple intervention and randomized control trials of a professional development model aimed at supporting teachers' management of the classroom social context, we provide an overview of the Behavioral, Academic, and Social Engagement (BASE) Model as a framework to foster social inclusion. We briefly review the conceptual foundations of this model and we present the delivery (i.e., directed consultation, the scouting report process) and content (i.e., Academic Engagement Enhancement, Competence Enhancement Behavior Management, Social Dynamics Management) components of BASE. We then briefly discuss the intervention support needs of subtypes of socially vulnerable youth and how these needs can be differentially addressed within the BASE framework.
AB - We focus on the inclusion of socially vulnerable early adolescents including students with special education needs (SEN). Building from multiple intervention and randomized control trials of a professional development model aimed at supporting teachers' management of the classroom social context, we provide an overview of the Behavioral, Academic, and Social Engagement (BASE) Model as a framework to foster social inclusion. We briefly review the conceptual foundations of this model and we present the delivery (i.e., directed consultation, the scouting report process) and content (i.e., Academic Engagement Enhancement, Competence Enhancement Behavior Management, Social Dynamics Management) components of BASE. We then briefly discuss the intervention support needs of subtypes of socially vulnerable youth and how these needs can be differentially addressed within the BASE framework.
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U2 - 10.3389/feduc.2020.587174
DO - 10.3389/feduc.2020.587174
M3 - Review article
AN - SCOPUS:85100535790
SN - 2504-284X
VL - 5
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 587174
ER -
