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Arminda Suárez-Perdomo; Zuleica Ruiz-Alfonso – Electronic Journal of Research in Educational Psychology, 2024
Academic procrastination is a behaviour that delays the completion of tasks, time management or other academic activities. However, it is possible to develop interventions that eliminate or minimise this procrastinating behaviour. This study presents a systematic review of the literature following the PRISMA method guidelines, with the aim of…
Descriptors: Time Management, Student Behavior, Intervention, Behavior Modification
Zhang, Yanchen; Cook, Clayton R.; Azad, Gazi F.; Larson, Madeline; Merle, James L.; Thayer, Jordan; Pauls, Alex; Lyon, Aaron R. – Prevention Science, 2023
As the most common setting where youth access behavioral healthcare, the education sector frequently employs training and follow-up consultation as cornerstone implementation strategies to promote the implementation of evidence-based practices (EBPs). However, these strategies alone are not sufficient to promote desirable implementation (e.g.,…
Descriptors: Program Implementation, Behavior Theories, Intention, Intervention
Vostal, Brooks R.; Mrachko, Alicia A. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2019
Teachers with years of experience in the classroom rely on that experience to help them develop behavior intervention plans for students with behavioral challenges. New teachers, however, may struggle with the complex steps needed to develop successful plans as they address other aspects of their professional work for the first time. DESCRIBE IT…
Descriptors: Beginning Teachers, Behavior Modification, Intervention, Special Education Teachers
Malouff, John M. – Online Submission, 2022
This article describes the evaluation of a novel way to stimulate psychology-student learning and interest. The method involves inviting students to help plan the professional work of the course instructor, e.g., providing psychotherapy or doing research. The article focuses on the instructor's inviting students to help plan therapy for a client,…
Descriptors: Teaching Methods, Instructional Innovation, Inclusion, Undergraduate Students
Scott, Terrance M.; Cooper, Justin T. – Beyond Behavior, 2017
While functional behavior assessment (FBA) has been a part of special education law and embedded in Individuals With Disabilities Education Act (IDEA) since 1997, a precise definition of what actions or processes constitute a legal FBA has never been adequately addressed in the law. This article provides an overview of the underlying logic of FBA…
Descriptors: Functional Behavioral Assessment, Intervention, Behavior Modification, Planning
Sprick, Randy; Sprick, Jessica; Sprick, Marilyn; Coughlin, Cristy – Ancora Publishing, 2020
"Early-Stage Interventions: Behavior Strategies for Every Teacher" offers a set of simple, teacher-friendly interventions to use as a starting place in addressing an individual student's chronic misbehavior-- disrespect, noncompliance, lack of motivation, bullying, aggression, and more. Though every teacher will encounter students who…
Descriptors: Behavior Modification, Intervention, Student Behavior, Behavior Problems
Markelz, Andrew; Riden, Benjamin; Rizzo, Karen – Beyond Behavior, 2018
Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. Although many teachers are aware of the benefits of teacher praise, its use in classrooms remains low. Training students to recruit praise is a method to counter suppressing contingencies and increase praise rates for desired classroom behaviors. With…
Descriptors: Emotional Problems, Behavior Problems, Positive Reinforcement, Training
Morris, Jared R.; Dexter, Douglas D.; Hunter, William – Beyond Behavior, 2021
Guided practice within explicit instruction has been shown to be an effective method for teaching academic and behavioral skills to students with emotional and behavioral disorders (EBD). The support provided through guided practice allows students to acquire new skills confidently and successfully. This article provides practitioners of students…
Descriptors: Emotional Disturbances, Behavior Disorders, Skill Development, Behavior Modification
Conley, Kathleen M.; Everett, Susannah R.; Pinkelman, Sarah E. – Beyond Behavior, 2019
Progress monitoring is an essential element of effectively implementing individualized behavior support. Behavioral progress monitoring allows student support teams to evaluate both the effectiveness of interventions and the fidelity of plan implementation. The purpose of this discussion article is to provide recommendations and guiding questions…
Descriptors: Progress Monitoring, Behavior Modification, Student Behavior, Behavior Problems
Kijowski, Michael – ProQuest LLC, 2019
Across Delaware, many schools use the Positive Behavior Support (PBS) as the prime apparatus for creating safe and effective learning environments. PBS is an inexpensive framework, based upon behavioral science and extrinsic motivation, to teach and reinforce desired student behaviors. Conversely, Responsive Classroom is a researched-based…
Descriptors: Positive Behavior Supports, Student Behavior, Behavior Modification, Classroom Environment
Tompkins, Michael A.; Owen, Daniela J.; Shiloff, Nicole H.; Tanner, Litsa R. – APA Books, 2019
Obsessive-compulsive disorder (OCD), which can cause significant impairment in personal, social, and academic contexts, affects nearly half a million children in the United States. This step-by-step guide provides mental health professionals with an adaptable, evidence-based model that uses cognitive behavior therapy to treat pediatric OCD. The…
Descriptors: Cognitive Restructuring, Behavior Modification, Evaluation Methods, Intervention
Chen, Meng-Ting; Chang, Yen-Ping; Marraccini, Marisa E.; Cho, Miao-Chun; Guo, Nai-Wen – International Journal of Developmental Disabilities, 2022
Objective: Theory suggests that impaired executive functioning (EF) might explain several symptoms of autism spectrum disorder (ASD) in children. However, only a few studies have examined the efficacy of EF training for the children using randomized control trial designs, and only two of them found significant benefits of the training. Method: We…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Executive Function, Training
Kittelman, Angus; Eliason, Bert M.; Dickey, Celeste Rossetto; McIntosh, Kent – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2018
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework that provides a continuum of supports for students across multiple tiers (Tiers 1, 2, and 3). The implementation of SWPBIS is associated with improvements in student behavior, academic outcomes, and school climate (Bradshaw, Koth, Bevans, Ialongo,…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Student Behavior
Rob Schulze – Journal of the American Academy of Special Education Professionals, 2020
In this study 25 student teachers receiving endorsement in special education interviewed paraprofessionals and self-rated their ability to perform a variety of paraprofessional supervision tasks. The paraprofessionals expressed desires for increased training and skills in behavior management; increased training in general; communication with…
Descriptors: Student Teachers, Special Education Teachers, Paraprofessional School Personnel, Special Education
Oliver, Kelsey Ann Elizabeth – ProQuest LLC, 2018
Families whose child has recently received a diagnosis of autism are a unique population in particular need of support and guidance. These parents often experience feelings of stress, fear, and uncertainty, which can be further complicated by challenges with understanding and navigating services. It may be especially important to consider parent…
Descriptors: Autism, Clinical Diagnosis, Parent Attitudes, Psychological Patterns