The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG-stimulus…

In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study…

The Good Behaviour Game (GBG) is one of the most popular behaviour management systems for primary-aged children. It has an extensive evidence base supporting its use. The GBG itself can be described as an "interdependent group-oriented contingency management procedure." A major efficacy trial of the GBG in England was conducted that…

This study examines the effectiveness of fixed-time (FT) and variable-time (VT) schedules and attention on the problem behaviors and on-task behaviors of students with and without intellectual disabilities in inclusive classrooms in Turkey. Three second-grade students with intellectual disabilities, three students without intellectual…

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching…

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching…

Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…

This manuscript describes a research project designed to examine the relative effectiveness of a two non-function-based interventions (differential reinforcement of other behavior and self- monitoring) for decreasing problem behavior in a general education classroom for three students whose problem behaviors were hypothesized to be functionally…

This study examined the impact of Positive Behavior Support (PBS) on office discipline referrals (Category 1), suspensions (Category 2), and absence of infractions (Category 3) in an urban public elementary school in New Jersey. A sample of 267 second, third, fourth, and fifth grade students provided the data for the research. A chi-square…

This study investigated the effect of the adult-child relationship on students' social outcomes, academic competence and school engagement in a two-year Tier 2 intervention, the Check, Connect and Expect program. One hundred and three students from 2nd through 5th grade, their classroom teachers, and nine school-based coaches participated in this…

The effects of a literacy intervention matching student skill level with academic performance demands were examined through a multiple baseline across participants design. The dual dependent variables were problem behavior and academic engagement. Four students in Grades 2 or 3 who exhibited low academic performance and problem behavior during…

A functional assessment-based intervention (FABI) was designed and implemented to increase the on-task behavior of David, a second-grade student in a general education classroom. David attended an elementary school that used a comprehensive, integrated, three-tiered (CI3T) model of prevention. The school's principal nominated David for Project…

Although there is a growing body of literature on the use of functional analysis in schools, there is a need for more demonstrations of this technology being used during the course of typical instruction. In this study, we conducted functional analyses of disruptive and off-task behavior in a reading classroom setting for 3 participants of typical…

This study examined the effects of the Living Skills school-based intervention program as a method of improving school adjustment and the social lives of at-risk elementary school students. Youth participants were referred to the program by teachers or school counselors based on perceptions of risk due to rejection and isolation, aggressive and…

A behavior management procedure was successfully employed in a demonstration school for culturally deprived children to increase appropriate behavior in a second-grade classroom of twenty children. (Author/WY)