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Direct linkKubra Sayar; Emrah Gulboy; Serife Yucesoy-Ozkan; Muhammet Sait Baran – Behavioral Disorders, 2024
Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…
Descriptors: Compliance (Psychology), Students with Disabilities, Probability, Sequential Approach
Alcalay, Aditt; Ferguson, Julia L.; Cihon, Joseph H.; Torres, Norma; Leaf, Justin B.; Leaf, Ronald; McEachin, John; Schulze, Kimberly A.; Rudrud, Eric H. – Education and Training in Autism and Developmental Disabilities, 2019
The provision of reinforcement to increase desired behaviors is a crucial element of behavior analytic intervention for individuals diagnosed with autism spectrum disorder (ASD). Formal preference assessments, like the multiple stimulus without replacement procedure (MSWO), are often used to determine reinforcers used during intervention. While…
Descriptors: Autism, Pervasive Developmental Disorders, Reinforcement, Behavior Modification
Steele, Timothy Charles – ProQuest LLC, 2013
This phenomenological study examined the perceptions of teachers and their involvement with positive behavior support (PBS) plans in a school district in Southern California. Three sub-questions emerged revealing the perceptions of the teachers: (a) how had the teachers been involved in preparing for the use of PBS plans; (b) What experiences have…
Descriptors: Elementary School Teachers, Teacher Attitudes, Phenomenology, Behavior Modification
Miller, Justin Dean – ProQuest LLC, 2012
Educators in the state of California have struggled to reduce the number of minorities being suspended and expelled annually and significantly improve overall school climate and culture. To address this area of improvement, educators have begun to turn to a proactive approach to improve overall school climate and culture at their sites by…
Descriptors: Instructional Leadership, Behavior Modification, Positive Reinforcement, Teaching Methods
Simonsen, Brandi; Britton, Lisa; Young, Dale – Journal of Positive Behavior Interventions, 2010
Students with disabilities who display serious (e.g., dangerous) problem behaviors are frequently educated in alternative school settings. Although there is considerable research on intervention approaches (e.g., function-based support) to support individual students with challenging behaviors, there is a lack of research on schoolwide…
Descriptors: Nontraditional Education, Intervention, Aggression, Behavior Disorders
Dunlap, Glen; Carr, Edward G.; Horner, Robert H.; Koegel, Robert L.; Sailor, Wayne; Clarke, Shelley; Koegel, Lynn Kern; Albin, Richard W.; Vaughn, Bobbie J.; McLaughlin, Darlene Magito; James, Kim Mullen; Todd, Anne W.; Newton, J. Stephen; Lucyshyn, Joseph; Griggs, Peter; Bohanon, Hank; Choi, Jeong Hoon; Vismara, Laurie; Minjarez, Mendy Boettcher; Buschbacher, Pamelazita; Fox, Lise – Behavioral Disorders, 2010
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive…
Descriptors: Intervention, Quality of Life, Behavior Modification, Rating Scales
Sailor, Wayne; Zuna, Nina; Choi, Jeong-Hoon; Thomas, Jamie; McCart, Amy; Roger, Blair – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Schoolwide positive behavior support (SWPBS) exemplifies a longitudinal research program originating in the fields of special education and school psychology that has produced an extensive national database encompassing an evidence-based set of practices applicable to general education as well as special education students including those with…
Descriptors: Intervention, Educational Change, Urban Schools, Special Education Teachers
