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[null,"1.","Record Nr.",null,"UNINA9910456667403321"]
[null,null,"Autore",null,"Hassett-Walker Connie R. <1969->"]
[null,null,"Titolo",null,"Black middle class delinquents [[electronic resource] /] / Connie R. Hassett-Walker"]
[null,null,"Pubbl/distr/stampa",null,"El Paso, : LFB Scholarly Pub., 2009"]
[null,null,"ISBN",null,"1-59332-542-8"]
[null,null,"Descrizione fisica",null,"1 online resource (245 p.)"]
[null,null,"Collana",null,"Criminal justice"]
[null,null,"Disciplina",null,"364.36086/220973"]
[null,null,"Soggetti",null,"African American juvenile delinquents"]
[{"$nulls":4},"Middle class - United States"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Introduction -- Theoretical framework -- The Black middle class and crime -- Empirical research on class and crime -- Data and methodology -- Cross-sectional bivariate results -- Cross-sectional multivariate results for Blacks -- Cross-sectional comparative multivariate results -- Longitudinal data and analyses -- In conclusion: acall to fellow criminologists."]
[null,null,null,"Sommario/riassunto","Most criminal justice research on African Americans focuses on poor Blacks living in poor Black communities. Hassett-Walker expands this focus to middle class Blacks and empirically tests an assertion from Pattillo-McCoy (1999)'s Black Picket Fences--that little difference in delinquency exists between poor versus middle class Black youth. Variables included class status, parent-child interaction, and neighborhood poverty. Parenting behavior and marital disruption were both predictive of delinquency. Having delinquent peers predicted future arrest, suggesting support for differential associati"]
[null,"2.","Record Nr.",null,"UNINA9910791875703321"]
[null,null,"Autore",null,"Hulac David M."]
[null,null,"Titolo",null,"Behavioral interventions in schools : a response-to-intervention guidebook / / David Hulac. [et al.]"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Routledge, , 2011"]
[null,null,"ISBN",null,"1-135-16402-9"]
[{"$nulls":4},"1-135-16403-7"]
[{"$nulls":4},"1-283-04511-7"]
[{"$nulls":4},"9786613045119"]
[{"$nulls":4},"0-203-85956-1"]
[null,null,"Descrizione fisica",null,"1 online resource (289 p.)"]
[null,null,"Collana",null,"School-based practice in action series"]
[null,null,"Disciplina",null,"370.15/28"]
[null,null,"Soggetti",null,"School discipline"]
[{"$nulls":4},"Classroom management"]
[{"$nulls":4},"Problem children - Behavior modification"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Book Cover; Title; Copyright; Contents; Series Editors' Foreword; 1 Introduction; 2 Building the School-Based Problem-Solving Team; 3 Understanding Positive Behavior Support; 4 Preventing Schoolwide Misbehaviors; 5 Preventing Classroom Misbehaviors; 6 Implementing a Schoolwide Token Economy; 7 Creating Procedures for Office Discipline Referrals; 8 Identifying Schoolwide Problems; 9 Identifying Classwide Problems; 10 Identifying Students for Tier II Interventions; 11 Providing Interventions for Students in Tier II; 12 Understanding the Function of Behavior"]
[{"$nulls":4},"13 Providing Tier III Behavioral InterventionsReferences; CD Contents; Appendix A: Forms; Appendix B: Intervention Coach Cards; Appendix C: Excel Spreadsheet; Appendix D: Ways to Reward Kids; Appendix E: Topics of In-Services; Index"]
[null,null,null,"Sommario/riassunto","This book is a how-to manual for school mental health professionals, educators, and administrators that discusses a series of steps that can be used to proactively manage and prevent many different types of behavioral problems in a positive manner. It incorporates both the high structure and high behavioral expectations that are crucial for school success, but also describes following this structure in such a way that students feel included, important, and respected. Rather than requiring "]
[{"$nulls":4},"the mental health providers to investigate the research themselves and come up with a behavioral proble"]