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An Evaluation of the Relative Effectiveness of Function-Based Consequent and Antecedent Interventions in a Preschool Setting
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von Schulz, Jonna H.; Dufrene, Brad A.; LaBrot, Zachary C.; Tingstrom, Daniel H.; Olmi, D. Joe; Radley, Keith; Mitchell, Rachel; Maldonado, Aimee – Journal of Applied School Psychology, 2018
Although there is substantial functional behavioral assessment (FBA) literature suggesting that function-based interventions are effective for improving problem behavior, only a limited number of studies have examined the effectiveness of function-based antecedent versus consequent interventions. Additionally, although there has been a recent…
Descriptors: Intervention, Behavior Modification, Preschool Children, Program Effectiveness
Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis
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Zoder-Martell, Kimberly A.; Floress, Margaret T.; Bernas, Ronan S.; Dufrene, Brad A.; Foulks, Samantha L. – Journal of Applied School Psychology, 2019
The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students' disruptive and off-task behavior as well as prevent students' problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training…
Descriptors: Behavior Modification, Behavior Problems, Student Behavior, Time on Task
Promoting Teachers' Generalization of Intervention Use through Goal Setting and Performance Feedback
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Duncan, Neelima G.; Dufrene, Brad A.; Sterling, Heather E.; Tingstrom, Daniel H. – Journal of Behavioral Education, 2013
Consultation is beneficial for increasing teachers' intervention use for target students. However, little is known about teachers' generalized intervention use. This study is a systematic replication of Riley-Tillman and Eckert ("J Educ Psychol Consult" 12:217-241, 2001) and Martens et al. ("Sch Psychol Q" 12:33-41,…
Descriptors: Feedback (Response), Teachers, Replication (Evaluation), Generalization
Classwide Functional Analysis and Treatment of Preschoolers' Disruptive Behavior
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Poole, Veena Y.; Dufrene, Brad A.; Sterling, Heather E.; Tingstrom, Daniel H.; Hardy, Christina M. – Journal of Applied School Psychology, 2012
Relatively few functional assessment and intervention studies have been conducted in preschool classrooms with children of typical development who engage in high incidence problem behaviors. Moreover, limited studies have used functional assessment procedures with the class as the unit of analysis. This study included functional analyses and a…
Descriptors: Classes (Groups of Students), Functional Behavioral Assessment, Preschool Children, Student Behavior
A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior
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LeGray, Matthew W.; Dufrene, Brad A.; Sterling-Turner, Heather; Olmi, D. Joe; Bellone, Katherine – Journal of Behavioral Education, 2010
This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief…
Descriptors: Student Behavior, Intervention, Behavior Modification, Functional Behavioral Assessment