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Direct linkFloress, Margaret T.; Briesch, Amy M.; Jenkins, Lyndsay N.; Hampton, Kaylee A. – Behavioral Disorders, 2022
This study examined the generalizability and dependability of observational estimates of middle and high school teachers' use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were collected across 67, 20-min observations that took place during class-wide instruction in general education…
Descriptors: Positive Reinforcement, Middle School Teachers, High School Teachers, Discipline
Bruhn, Allison L.; Balint-Langel, Kinga; Troughton, Leonard; Langan, Sean; Lodge, Kelsey; Kortemeyer, Sara – Behavioral Disorders, 2015
For years, the assumption has been that stereotypical behaviors functioned only to provide sensory or automatic reinforcement. However, these behaviors also may serve social functions. Given the unsettled debate, functional behavior assessment and functional analysis can be used to identify the exact function of stereotypical behavior and design…
Descriptors: Behavior Problems, Antisocial Behavior, Intervention, Behavior Modification
Download full textPinkelman, Sarah E.; McIntosh, Kent; Rasplica, Caitlin K.; Berg, Tricia; Strickland-Cohen, M. Kathleen – Behavioral Disorders, 2015
The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended…
Descriptors: Sustainability, Positive Reinforcement, Intervention, Barriers
