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Direct linkCaldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H. – Journal of Positive Behavior Interventions, 2021
Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…
Descriptors: Teacher Student Relationship, Behavior Problems, Student Behavior, Discipline
Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H. – Grantee Submission, 2020
Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, though this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…
Descriptors: Teacher Student Relationship, Behavior Problems, Student Behavior, Discipline
Wills, Howard P.; Caldarella, Paul; Mason, Benjamin A.; Lappin, Amanda; Anderson, Darlene H. – Journal of Positive Behavior Interventions, 2019
Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student…
Descriptors: Student Behavior, Middle School Students, Classroom Techniques, Intervention
Wills, Howard P.; Caldarella, Paul; Mason, Benjamin; Lappin, Amanda; Anderson, Darlene H. – Grantee Submission, 2019
Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multi-tiered intervention could help teachers proactively manage student…
Descriptors: Student Behavior, Middle School Students, Classroom Techniques, Intervention
Stage, Scott A.; Galanti, Sally B. – School Psychology Review, 2017
Given the high prevalence of Tier 2 behavioral intervention use and calls to examine mediation and moderation effects on treatment for children, this study tested the mediation effect of the daily progress report and moderation effects of coach-student, teacher-student, and student-teacher relationships and their interactions for 95 elementary…
Descriptors: Elementary School Students, Intervention, Behavior Modification, Teacher Student Relationship
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
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
