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Direct linkRiden, Benjamin S.; Kumm, Skip; Maggin, Daniel M. – Remedial and Special Education, 2022
Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with…
Descriptors: Evidence Based Practice, Classroom Techniques, Behavior Modification, Student Behavior
Maggin, Daniel M.; Zurheide, Jamie; Pickett, Kayci C.; Baillie, Sara J. – Journal of Positive Behavior Interventions, 2015
Three-tiered models of prevention are increasingly being adopted by schools to address the behavioral needs of students. A critical component of multitiered systems are secondary interventions used with students in need of behavioral support but who are not candidates for individualized interventions. Despite the importance of secondary…
Descriptors: Student Behavior, Behavior Problems, Intervention, Behavior Modification
Maggin, Daniel M.; Johnson, Austin H. – Education and Treatment of Children, 2014
The purpose of this review was to evaluate the methodological strength and overall effectiveness of the research underlying the FRIENDS program for preventing anxiety in students at low and elevated risk for developing anxiety disorders. Meta-analytic findings provided mixed results, with low-risk students exposed to the program having…
Descriptors: Meta Analysis, Program Evaluation, Risk Assessment, At Risk Students
