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Peer reviewed
Direct linkMerle, James L.; Cook, Clayton R.; Thayer, Andrew J. – Preventing School Failure, 2020
Children with serious problem behaviors pose a challenge for school staff to maintain safe and productive learning environments. Eloping, often called running, bolting, or absconding, from the classroom disrupts learning environments and requires significant attention and time from staff. Existing interventions to address elopement behavior lack…
Descriptors: Student Behavior, Behavior Problems, Intervention, Prevention
Brom, Cyril; Stárková, Tereza; Bromová, Edita; Dechterenko, Filip – Journal of Educational Computing Research, 2019
Despite the increased interest in gamification approaches, there is a lack of comparative studies that shed light on the applicability of these approaches in educational contexts. In this explorative study, with an experimental design, university learners (N = 98) studied a complex process (i.e., how to brew beer) in a 2-hour-long computerized…
Descriptors: Educational Technology, Technology Uses in Education, Educational Games, Computer Simulation
Hodges, Ansley C.; Betz, Alison M.; Wilder, David A.; Antia, Kristen – Education and Treatment of Children, 2019
We used a contingent acoustical feedback procedure to increase appropriate walking and decrease toe walking exhibited by a young boy with autism. After a pre-treatment screening assessment suggested that toe walking was maintained by automatic reinforcement, we paired an auditory stimulus (i.e., a clicking sound) with access to a preferred item to…
Descriptors: Feedback (Response), Auditory Stimuli, Behavior Modification, Psychomotor Skills
Download full textNarozanick, Taylor; Blair, Kwang-Sun Cho – Journal of Positive Behavior Interventions, 2019
The Class Pass Intervention (CPI) is designed to be implemented within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) to decrease disruptive behavior and teach replacement behavior for students needing Tier 2 intervention. The CPI has two components: (a) providing negative reinforcement for requesting a break by using a class…
Descriptors: Positive Behavior Supports, Students with Disabilities, Behavior Modification, Behavior Problems
McCallum, Elizabeth; Schmitt, Ara J.; Aspiranti, Kathleen B.; Mahony, Kristen E.; Honaker, Alyson C.; Christy, Laurie A. – School Psychology, 2022
In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the…
Descriptors: Mathematics Education, Distance Education, Program Effectiveness, Subtraction
Horn, Annemarie L.; Rock, Marcia L.; Douglas, Karen H.; Bean, Kimberly M.; Layden, Selena J.; Roitsch, Jane – Education and Training in Autism and Developmental Disabilities, 2022
Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a…
Descriptors: Paraprofessional School Personnel, Autism Spectrum Disorders, Students with Disabilities, Job Skills
Fuhrman, Ashley M.; Greer, Brian D.; Zangrillo, Amanda N.; Fisher, Wayne W. – Journal of Applied Behavior Analysis, 2018
Arranging periods in which requests for reinforcement are denied in a multiple schedule may result in increased destructive behavior during these periods for individuals who receive functional communication training (FCT) as treatment for severe destructive behavior. Providing access to competing activities during periods of reinforcer…
Descriptors: Reinforcement, Communication Strategies, Behavior Disorders, Behavior Modification
Barnes, Sara A.; Iovannone, Rose; Blair, Kwang-Sun; Crosland, Kim; George, Heather Peshak – Preventing School Failure, 2020
Students in general education classrooms are increasingly being identified as being in need of individualized behavior supports. Thus, this study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of typically developing students with behavioral challenges in a high-need elementary school…
Descriptors: Prevention, Reinforcement, Student Behavior, Behavior Problems
Ennis, Robin Parks; Royer, David James; Lane, Kathleen Lynne; Dunlap, Kristin Diane – Behavioral Disorders, 2020
In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be…
Descriptors: Coaching (Performance), Positive Reinforcement, Student Behavior, Evidence Based Practice
Aikaterini Sklavenitou – Bulgarian Comparative Education Society, 2024
This paper presents an ongoing comparative study of secondary teachers' education programs in France, Greece, and England, with a primary focus on strategies aimed at cultivating a positive learning environment in schools. Recent studies have underlined the significance of teachers' pedagogical competence formation as a determinant element which…
Descriptors: Secondary School Teachers, Educational Environment, Foreign Countries, Capacity Building
Van Camp, Alyssa M.; Wehby, Joseph H.; Copeland, Bailey A.; Bruhn, Allison L. – Journal of Positive Behavior Interventions, 2021
School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are…
Descriptors: Positive Behavior Supports, Program Implementation, Intervention, At Risk Students
Alexander Alperin; Linda A. Reddy; Todd A. Glover; Briana Bronstein; Nicole B. Wiggs; Christopher M. Dudek – Grantee Submission, 2021
This is the first systematic review of the school outcome literature for behavior interventions used with middle school students exhibiting disruptive behaviors. A total of 51 investigations (published between 2000 and 2020) including 6,498 students and 264 implementers were coded on four dimensions (i.e., sample, interventions, methodology, and…
Descriptors: Middle School Students, Student Behavior, Behavior Problems, Intervention
A Pilot Investigation of an iOS-Based App for Toilet Training Children with Autism Spectrum Disorder
Mruzek, Daniel W.; McAleavey, Stephen; Loring, Whitney A.; Butter, Eric; Smith, Tristram; McDonnell, Erin; Levato, Lynne; Aponte, Courtney; Travis, Rebekah P.; Aiello, Rachel E.; Taylor, Cora M.; Wilkins, Jonathan W.; Corbett-Dick, Patricia; Finkelstein, Dianne M.; York, Alyssa M.; Zanibbi, Katherine – Autism: The International Journal of Research and Practice, 2019
We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate…
Descriptors: Toilet Training, Computer Oriented Programs, Autism, Pervasive Developmental Disorders
Radley, Keith C.; Battaglia, Allison A.; Dadakhodjaeva, Komila; Ford, W. Blake; Robbins, Kristi – Journal of Behavioral Education, 2018
Although social skills training for children with autism spectrum disorder (ASD) often addresses deficits in social communication, restricted and repetitive social behaviors are less frequently targeted in the literature. The present study evaluated a manualized social skills training program, modified to incorporate lag schedules of…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Interpersonal Competence
Sundeen, Darrelanne M. – ProQuest LLC, 2018
Students identified with emotional disabilities (ED) are increasingly being included in the general education academic classrooms. Most general education academic teachers have little training or exposure to the characteristics and interventions associated with students with ED. Behavior-specific praise (BSP) has been shown to be an effective…
Descriptors: Students with Disabilities, Emotional Disturbances, Positive Reinforcement, Consultation Programs
