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Direct linkSara C. McDaniel; Carlson Coogler; Kelly Guyotte – Journal of Applied School Psychology, 2024
Educational innovations continue to improve schools' abilities to implement up-to-date, effective, efficient evidence-based practices. Across education, it is important to understand the implementation and contextual elements that are critical to educator acceptability, feasibility, and usability. This preliminary qualitative study seeks to better…
Descriptors: Positive Behavior Supports, Social Emotional Learning, Emotional Development, Social Development
Chung-Hau Fan; Chia-Lin Tsai; Yanchen Zhang; Nai-Jiin Yang – Journal of Applied School Psychology, 2024
The successful implementation of school-wide positive behavior support (SWPBS) relies greatly on staff's commitment and buy-in, as these factors directly impact the level of their involvement and engagement. As such, it is crucial to develop and use psychometrically sound tools to measure staff's supportive beliefs regarding SWPBS. In this study,…
Descriptors: School Personnel, Elementary Schools, Middle Schools, High Schools
Breya L. Whitefield; Sarah W. Harry; David E. McIntosh; Connie E. McIntosh; Argnue Chitiyo; Abel M. English; Brianna R. Poore – Journal of Applied School Psychology, 2025
The current study examined the effects the tootling intervention on classwide levels of academically engaged behavior (AEB) and disruptive behavior (DB) by comparing traditional tootling to a formalized tootling card intervention and an interdependent group contingency control condition. The intervention used an alternating treatment design within…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
