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Rowe, Deborah Wells; Davis, Zarabeth G.; Piestrzynski, Laura – Reading Research Quarterly, 2023
The purpose of this study was to describe how experienced emergent writing teachers supported 4-year-olds in writing their own messages during the learning centers period of the preschool day. Data were drawn from two, year-long qualitative studies of early writing instruction. Adult participants were three researcher-teachers who worked in…
Descriptors: Writing Teachers, Teacher Student Relationship, Preschool Children, Beginning Writing
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Wilkins, Natalie J.; Verlenden, Jorge M. V.; Szucs, Leigh E.; Johns, Michelle M. – Journal of School Health, 2023
Background: When children and youth feel connected to their school, family, and others in their community, they are less likely to engage in risky behaviors and experience negative health. Disruptions to school operations during the COVID-19 pandemic have led many teachers and school administrators to prioritize finding ways to strengthen and…
Descriptors: Classroom Techniques, Student School Relationship, Sense of Community, COVID-19
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Donaghy, Michelle; O'Brian, Sue; Onslow, Mark; Lowe, Robyn; Jones, Mark; Menzies, Ross G. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The Lidcombe Program is an efficacious and effective intervention for early stuttering. The treatment is based on parent verbal response contingent stimulation procedures, which are assumed to be responsible for treatment effect. The present trial tested this assumption. Method: The design was a parallel, open plan, noninferiority…
Descriptors: Stuttering, Intervention, Speech Therapy, Contingency Management
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Whitney, Todd; Ackerman, Kera B. – Beyond Behavior, 2020
Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on…
Descriptors: Student Behavior, Behavior Disorders, Emotional Disturbances, Positive Reinforcement
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Langlois, Riel – BU Journal of Graduate Studies in Education, 2020
Bullying in middle school can be understood through the lens of the evolutionary theory. This theory views bullying behaviours as aspects of a drive for power and status, dark facets of charisma and leadership. In this light, we seek to channel these natural instincts into more positive outlets, giving "bullies" -- and all students --…
Descriptors: Middle School Students, Early Adolescents, Bullying, Foreign Countries
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Sipila-Thomas, Emma S.; Cho, Eunsoo; Brodhead, Matthew T. – TEACHING Exceptional Children, 2020
Homework is a task that teachers assign to students that is typically completed outside of class time to supplement in-school academic activities (Olympia et al., 1994) and has demonstrated to have positive effects on academic achievement (H. Cooper et al., 2006). There are many benefits of homework on student learning. Unfortunately, not all…
Descriptors: Self Control, Learning Strategies, Homework, Students with Disabilities
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Pitt, Edd; Bearman, Margaret; Esterhazy, Rachelle – Assessment & Evaluation in Higher Education, 2020
The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and…
Descriptors: Low Achievement, Feedback (Response), Student Evaluation, Positive Reinforcement
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Lomas Mevers, Joanna; Call, Nathan A.; Gerencser, Kristina R.; Scheithauer, Mindy; Miller, Sarah J.; Muething, Colin; Hewett, Shannon; McCracken, Courtney; Scahill, Lawrence; McElhanon, Barbara O. – Journal of Autism and Developmental Disorders, 2020
Children with autism spectrum disorder (ASD) are often delayed in achieving bowel continence, resulting in negative outcomes. In this pilot trial, 20 children with ASD and encopresis were randomly assigned to multidisciplinary intervention for encopresis (MIE; n = 10) or a waitlist control group (n = 10). The MIE group was treated for constipation…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Modification, Intervention
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Kahlow, Talia A.; Sidener, Tina M.; Kisamore, April N.; Reeve, Kenneth F. – Analysis of Verbal Behavior, 2019
People diagnosed with autism spectrum disorder (ASD) may need specific teaching to learn mands for information. Unfortunately, little research has been published on methods for teaching the mand "When?" to this population. The purpose of the current study was to replicate and extend previous research by teaching 3 children diagnosed with…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Verbal Operant Conditioning
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Doroudi, Shayan; Aleven, Vincent; Brunskill, Emma – International Journal of Artificial Intelligence in Education, 2019
Since the 1960s, researchers have been trying to optimize the sequencing of instructional activities using the tools of reinforcement learning (RL) and sequential decision making under uncertainty. Many researchers have realized that reinforcement learning provides a natural framework for optimal instructional sequencing given a particular model…
Descriptors: Reinforcement, Learning Processes, Sequential Learning, Decision Making
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Robinson, Nicole; St. Peter, Claire C. – Journal of Applied Behavior Analysis, 2019
We compared rates of academic responses and problem behavior during mathematics with distributed and accumulated reinforcer arrangements for 3 students with Attention-Deficit Hyperactivity Disorder who engaged in chronic, severe problem behavior. All 3 students engaged in more academic responding and less problem behavior when reinforcers…
Descriptors: Students with Disabilities, Attention Deficit Hyperactivity Disorder, Behavior Problems, Behavior Modification
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Belisle, Jordan; Stanley, Caleb R.; Alholail, Amani M.; Galliford, Megan E.; Dixon, Mark R. – Journal of Applied Behavior Analysis, 2019
The present study evaluated the efficacy of a set of procedures for bringing tact extensions of abstract tactile properties under stimulus control. Two participants with disabilities who communicated via a picture-based communication system received reinforcement for tacts of tactile properties of four wet/dry and four hard/soft stimuli. Test…
Descriptors: Autism, Down Syndrome, Stimuli, Tactual Perception
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Akers, Jessica S.; Retzlaff, Billie J.; Fisher, Wayne W.; Greer, Brian D.; Kaminski, Ami J.; DeSouza, Andresa A. – Analysis of Verbal Behavior, 2019
Most verbal behavior curricula for children with autism spectrum disorder (ASD) focus on teaching multiple mands during the early stages of training (e.g., picture exchange communication system; Bondy & Frost, 1994). However, few, if any, of those curricula train children with ASD to differentially mand only for reinforcers that are reasonable…
Descriptors: Behavior Modification, Autism, Pervasive Developmental Disorders, Training
Reyes, Sofia – ProQuest LLC, 2019
This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they…
Descriptors: Program Implementation, Prevention, Instruction, Reinforcement
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Richa Gupta – Childhood Education, 2024
Children living in poverty face numerous challenges that negatively affect their wellbeing and thus their ability to learn. The consequences of poverty that interfere with students' learning include inattentiveness, demotivation, and feelings of powerlessness, shame, and anger. To reach these children, with the goal of helping them become healthy,…
Descriptors: Foreign Countries, Social Emotional Learning, Well Being, Poverty
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