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The Effects of a Class-Wide Behavior Intervention for Students with Emotional and Behavioral Disorders
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Weeden, Marc; Wills, Howard P.; Kottwitz, Esther; Kamps, Debra – Behavioral Disorders, 2016
Class-wide interventions have strong empirical support for improving behavior in general education classes but are rarely tested in special education classes. The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary…
Descriptors: Intervention, Emotional Disturbances, Behavior Disorders, General Education
Effects of Check and Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial
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Brandy R. Maynard; Elizabeth K. Kjellstrand; Aaron M. Thompson – Research on Social Work Practice, 2014
Objectives: This study examined the effects of Check & Connect (C&C) on the attendance, behavior, and academic outcomes of at-risk youth in a field-based effectiveness trial. Method: A multisite randomized block design was used, wherein 260 primarily Hispanic (89%) and economically disadvantaged (74%) students were randomized to treatment…
Descriptors: Middle School Students, High School Students, Attendance, Student Behavior
Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms
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Kamps, Debra; Wills, Howard P.; Heitzman-Powell, Linda; Laylin, Jeff; Szoke, Carolyn; Petrillo, Tai; Culey, Amy – Journal of Positive Behavior Interventions, 2011
The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…
Descriptors: Student Behavior, Intervention, Behavior Disorders, Reinforcement
Evaluating the Influence of an Urban High School Reform Effort on College Readiness and Access Outcomes: A Quasiexperimental Cohort Study
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Sondergeld, Toni A.; Fischer, John M.; Samel, Arthur N.; Knaggs, Christine M. – Journal of Education for Students Placed at Risk, 2013
It is widely accepted that postsecondary education has become a necessity for US youth. College access, however, has been found not to be equal for all. As a result, federally funded college-readiness programs, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), have been established to increase the numbers of…
Descriptors: College Readiness, Economically Disadvantaged, Access to Education, Quasiexperimental Design
Preventing Disruptive Behavior in the Urban Classroom: Effects of the Good Behavior Game on Student and Teacher Behavior
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Lannie, Amanda L.; McCurdy, Barry L. – Education and Treatment of Children, 2007
Teachers are often ill-prepared to manage classrooms in urban schools. In the present study, an empirically-based behavioral management strategy, the Good Behavior Game (Game), was investigated. The effects of the Game on student behavior and teacher response statements, including praise, were examined. A teacher with 22 students in a first grade…
Descriptors: Classroom Techniques, Urban Schools, Teacher Behavior, Student Behavior
Implementation of the PATHS Curriculum in an Urban Elementary School
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Seifer, Ronald; Gouley, Kathleen; Miller, Alison L.; Zakriski, Audrey – Early Education and Development, 2004
We examined the effectiveness of the PATHS curriculum in a magnet elementary school serving a distressed urban area. Aspects of social-emotional competence were examined for second graders who had, and had not, received the PATHS intervention. The intervention groups differed, with the control group having lower social-emotional competence than…
Descriptors: Grade 2, Urban Schools, Elementary Schools, Magnet Schools