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Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CWFIT Tier 1
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Monson, Kimberly D.; Caldarella, Paul; Anderson, Darlene H.; Wills, Howard P. – Grantee Submission, 2020
Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level. It is comprised of evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive…
Descriptors: Middle School Students, Student Behavior, Student Improvement, Classroom Techniques
Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1
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Monson, Kimberly D.; Caldarella, Paul; Anderson, Darlene H.; Wills, Howard P. – Journal of Positive Behavior Interventions, 2020
Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive…
Descriptors: Middle School Students, Student Behavior, Student Improvement, Classroom Techniques
Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management
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Chen, Pei Yu; Scheibel, Gretchen A.; Henley, Vanessa M.; Wills, Howard P. – Grantee Submission, 2021
Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data…
Descriptors: Positive Behavior Supports, Middle School Students, Self Management, Grade 6
The Effects of a Technology-Based Self-Monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism
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Rosenbloom, Raia; Wills, Howard P.; Mason, Rose; Huffman, Jonathan M.; Mason, Benjamin A. – Journal of Autism and Developmental Disorders, 2019
Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice…
Descriptors: Behavior Modification, Intervention, Self Management, Adolescents
The Effect of Web-Based Self-Monitoring to Increase On-Task Behavior and Academic Accuracy of High School Students with Autism
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Romans, Sara K.; Wills, Howard P.; Huffman, Jonathan M.; Garrison-Kane, Linda – Preventing School Failure, 2020
Individuals with Autism Spectrum Disorders (ASD) often demonstrate behaviors that impair their school experiences. Therefore, the implementation of research-based strategies that will foster success for students with ASD is critical. The purpose of this study was to investigate the effect of a web-based self-monitoring application, I-Connect,…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Time on Task
Effects of Self-Monitoring on the Praise Rates of Paraprofessionals for Students with Emotional and Behavioral Disorders
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Wills, Howard P.; Mason, Rose; Gregori, Emily; Veatch, Melissa – Elementary School Journal, 2019
The limitations and challenges of paraprofessional training are well documented. These issues are magnified by the increasing reliance on paraprofessionals to provide vital support for students with emotional and behavioral disorders (EBD). Despite evidence supporting self-monitoring for improving teacher and paraprofessional skills, there are…
Descriptors: Self Management, Positive Reinforcement, Paraprofessional School Personnel, Students with Disabilities
Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder: Testing an App-Based Self-Monitoring Intervention
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Beckman, Alexandra; Mason, Benjamin A.; Wills, Howard P.; Garrison-Kane, Linda; Huffman, Jonathan – Education and Treatment of Children, 2019
Self-monitoring (SM) is a behavioral intervention with a long history of successful implementation for students with autism spectrum disorder. Despite the development of sophisticated software applications, they are rarely incorporated into data collection procedures for SM interventions. The current study evaluated an SM application, goal…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Modification, Academic Achievement
Self-Monitoring for High School Students with Disabilities: A Cross-Categorical Investigation of I-Connect
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Clemons, Lachelle L.; Mason, Benjamin A.; Garrison-Kane, Linda; Wills, Howard P. – Journal of Positive Behavior Interventions, 2016
Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation…
Descriptors: High School Students, Self Management, Intervention, Handheld Devices