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A Preliminary Investigation of Teacher-Reported, Classroom-Level Adversity and Teacher-Student Interactions
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Kristen L. Granger; Michael D. Broda; Jason C. Chow; Nicholas McCormick; Kevin S. Sutherland – Grantee Submission, 2021
Early elementary-aged students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between…
Descriptors: Elementary School Teachers, Teacher Burnout, Behavior Disorders, Emotional Disturbances
A Preliminary Investigation of Teacher-Reported Classroom-Level Adversity and Teacher-Student Interactions
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Granger, Kristen L.; Broda, Michael D.; Chow, Jason C.; McCormick, Nicholas; Sutherland, Kevin S. – Journal of Emotional and Behavioral Disorders, 2021
Early elementary-age students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between…
Descriptors: Teacher Student Relationship, Elementary School Students, At Risk Students, Emotional Disturbances
Preliminary Study of the Effects of BEST in CLASS--Elementary on Outcomes of Elementary Students with Problem Behavior
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Sutherland, K. S.; Conroy, M. A.; McLeod, B. D.; Granger, K.; Broda, M.; Kunemund, R. – Journal of Positive Behavior Interventions, 2020
Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS--Elementary (BEST in CLASS-E), a Tier 2 intervention…
Descriptors: Program Effectiveness, Outcomes of Education, Elementary School Students, Behavior Problems
Preliminary Study of the Effects of BEST in CLASS--Elementary on Outcomes of Elementary Students with Problem Behavior
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Sutherland, K. S.; Conroy, M. A.; McLeod, B. D.; Granger, K.; Broda, M.; Kunemund, R. – Grantee Submission, 2020
Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS--Elementary (BEST in CLASS-E), a Tier 2 intervention…
Descriptors: Program Effectiveness, Outcomes of Education, Elementary School Students, Behavior Problems
Use of Self-Management with the CW-FIT Group Contingency Program
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Kamps, 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