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Direct linkSilva, Erika; Wiskow, Katie M. – Journal of Applied Behavior Analysis, 2020
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…
Descriptors: Intervention, Behavior Problems, Behavior Modification, Stimuli
Begeny, John C.; Codding, Robin S.; Wang, Jiayi; Hida, Rahma M.; Patterson, Sierra L.; Kessler, Sarah; Fields-Turner, Felicia; Ramos, Kimberly A. – Psychology in the Schools, 2020
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to…
Descriptors: Program Effectiveness, Student Motivation, Mathematics Instruction, Intervention
Download full textTorelli, Jessica N.; Lloyd, Blair P.; Diekman, Claire A.; Wehby, Joseph H. – Journal of Positive Behavior Interventions, 2017
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…
Descriptors: Public Schools, Elementary School Students, Elementary School Teachers, Student Behavior
Sazak Pinar, Elif – Educational Sciences: Theory and Practice, 2015
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…
Descriptors: Foreign Countries, Scheduling, Inclusion, Attention Span
Paul Caldarella; Leslie Williams; Blake D. Hansen; Howard Wills – Grantee Submission, 2015
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…
Descriptors: Behavior Modification, Behavior Problems, Class Activities, Contingency Management
Paul Caldarella; Leslie Williams; Blake D. Hansen; Howard Wills – Early Childhood Education Journal, 2015
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…
Descriptors: Student Behavior, Elementary School Students, Intervention, Early Childhood Education
