Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Conklin, Carl | 1 |
| Duckworth, Angela L. | 1 |
| Kamps, Debra | 1 |
| Lewis, Timothy J. | 1 |
| Quinn, Patrick D. | 1 |
| Smith, Sandra Covington | 1 |
| Stormont, Melissa | 1 |
| Tsukayama, Eli | 1 |
| Wills, Howard | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Social Skills Rating System | 3 |
| Systematic Screening for… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Direct linkKamps, Debra; Conklin, Carl; Wills, Howard – Education and Treatment of Children, 2015
The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency…
Descriptors: Self Management, Intervention, Contingency Management, Functional Behavioral Assessment
Smith, Sandra Covington; Lewis, Timothy J.; Stormont, Melissa – Journal of Positive Behavior Interventions, 2011
To add to the emerging early intervention research on universal supports for children, the purpose of this study was to investigate the effectiveness of an intervention designed to increase teachers' use of two universal behavioral supports on target children's behavior. The children targeted for this study were at elevated risk for problem…
Descriptors: Feedback (Response), Student Behavior, Early Intervention, Maintenance
Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli – Journal of Educational Psychology, 2012
The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In…
Descriptors: Academic Achievement, Intelligence, Grades (Scholastic), Report Cards
