Evidence-Based Strategies

All Mansfield Hall team members are trained comprehensively in the evidenced-based strategies necessary for promoting success with our students. These cohesive methods pay respect to the individual as the central agent in identifying, strategizing, and sustaining the change they wish to see in their own lives. Furthermore, these strategies focus on building the maintainable skills needed to generalize across contexts and situations. Here are some of the strategies and philosophical approaches which inform our programming.

Collaborative Problem Solving (CPS) is a method to understanding and helping students with social and behavioral challenges originated by Ross Greene. The CPS model views these challenges as a form of deficit or disability—in other words, students with these challenges are lacking crucial cognitive skills, especially in the domains of flexibility, frustration tolerance, and problem-solving—and seeks to create fundamental changes in interactions between students with behavioral and social challenges and the support staff by having them engage students in solving problems collaboratively. Read more.

Motivational interviewing (MI) refers to a approach in part developed by clinical psychologists Professor William R Miller, Ph.D. and Professor Stephen Rollnick, Ph.D. Motivational Interviewing is a method that works on facilitating and engaging intrinsic motivation within the student in order to change behavior. MI is a goal-oriented, client-centered counseling style for eliciting  change by helping students to explore and resolve ambivalence. Compared with non-directive counseling, it’s more focused and goal-directed. Read more.

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.

Recognizing that the way individuals learn can be unique, the UDL framework, first defined by David H. Rose, Ed.D. of the Harvard Graduate School of Education and the Center for Applied Special Technology (CAST) in the 1990s, calls for creating strategies from the outset that provides:

  • Multiple means of representation to give learners various ways of acquiring information and knowledge,
  • Multiple means of expression to provide learners alternatives for demonstrating what they know, and
  • Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.

Curriculum, as defined in the UDL literature, has four parts: instructional goals, methods, materials, and assessments. UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles. UDL principles also lend themselves to implementing inclusionary practices in the classroom. Read more.

Social Thinking® views social interactions as dynamic and situational, not as specific skills that are taught in one setting and then generalized across the school campus. Instead, social communication appears to evolve from one’s thinking about how one wants to be perceived. So, the decisions to use social skills (e.g. smiling versus ‘looking cool’, standing casually versus formally, speaking informally versus speaking politely) are not based on memorizing specific social rules, but instead are based on a social decision-making tree of thought that involves dynamic and synergistic processing. Winner, (2000 & 2007) has suggested we could better understand multidimensional social learning needs by exploring the many different aspects of social information and related responses that are expected from any one of us to utilize well, in order for us to be considered as having “good social skills.” Read more.

(All excerpts replicated or adapted from material on various pages and resources on the internet. For specific references, please contact us.)