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Direct linkRobinson, Jason; Gershwin, Tracy; London, Dina – Beyond Behavior, 2019
This article provides educators with a research-informed process for addressing student problem self-injurious behaviors within inclusive settings. The process involves (a) identifying functions of problem behaviors, (b) implementing function-based interventions that include teaching and reinforcing socially acceptable replacement behaviors, (c)…
Descriptors: Safety, Inclusion, Applied Behavior Analysis, Self Destructive Behavior
Sabey, Christian; Ross, Scott; Goodman, Jordan – Educational Psychology in Practice, 2020
Students with autism spectrum disorder often require social supports to function well in a mainstream class setting. Researchers have demonstrated the effects of social skills training for students with autism, but their work has focused primarily on topographically defined outcomes, such as increasing the frequency of social behaviours. More…
Descriptors: Interpersonal Competence, Training, Program Effectiveness, Students with Disabilities
Download full textAspiranti, Kathleen B.; Bebech, Alanna; Osiniak, Kristen – Journal of Catholic Education, 2018
The Color Wheel System is a class-wide behavioral intervention that provides clear rules and expectations to decrease inappropriate behaviors. We implemented the Color Wheel in two classrooms that included students with autism to explore the effectiveness of the Color Wheel in inclusive classrooms within a Catholic elementary school setting.…
Descriptors: Student Behavior, Behavior Problems, Autism, Inclusion
Wu, Yi-Chen; Chen, Pei-Yu; Tsai, Shin-Ping; Tsai, Shu-Fei; Chou, Yu-Chi; Chiu, Chun-Yu – International Journal of Developmental Disabilities, 2019
In Taiwan, most students with disabilities receive education in an inclusive setting. Literature has documented the effects of interventions in increasing students' positive behaviors in inclusive settings, including students with disabilities in Western countries; however, effectiveness of such interventions in an Asian context remains unclear.…
Descriptors: Foreign Countries, Intervention, Elementary School Students, Students with Disabilities
Park, Jiyeon; Lee, Hyo Jung; Kim, Youngran – International Journal of Developmental Disabilities, 2019
Objectives: This study presents processes and outcomes of school-wide positive behavior support (SWPBS) funded by Seoul Metropolitan Office of Education (SMOE) in South Korea. Methods: The SW-PBS effort has been implemented in six special schools serving students with developmental disabilities. With technical assistance from the SMOE consulting…
Descriptors: Foreign Countries, Positive Behavior Supports, Special Schools, Program Effectiveness
Walker, Virginia L.; Snell, Martha E. – Focus on Autism and Other Developmental Disabilities, 2017
The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention,…
Descriptors: Functional Behavioral Assessment, Behavior Modification, Behavior Problems, Positive Behavior Supports
Bice, Hope – Journal of the American Academy of Special Education Professionals, 2009
The following article examines how behavioral interventions used in the general education classroom effect students with autism. The number of students with autism has increased significantly in the past 10 years. Teachers are now faced with providing instruction in inclusive settings within the general education classroom environment. Teachers…
Descriptors: Autism, Pervasive Developmental Disorders, General Education, Intervention
