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Direct linkOlfa Tounsi; Anis Ben Chikha; Abdessalem Koubaa; Omar Trabelsi; Liwa Masmoudi; Haitham A. Jahrami; Cain C. T. Clark; Khaled Trabelsi; Mourad Bahloul – International Journal of Disability, Development and Education, 2025
The Good Behaviour Game (GBG) is an interdependent group contingency intervention, previously shown to be effective in managing students' behaviour across several studies. An ABAB withdrawal design was implemented to examine the effects of the GBG on the engagement and disruptive behaviours of 12 students diagnosed principally with a mild…
Descriptors: Students with Disabilities, Mild Intellectual Disability, Physical Education, Self Contained Classrooms
Jennifer A. Kurth; Elissa Lockman Turner; Alison L. Zagona; Geonhwa Kim; Roxanne Loyless – Research and Practice for Persons with Severe Disabilities, 2025
Over 90% of students with complex support needs are taught in self-contained (segregated) special education classrooms for most of their school day, despite accumulating evidence these classrooms are not associated with positive student outcomes. Yet placement in these segregated classrooms persists, in part because of assumptions about the degree…
Descriptors: Elementary School Students, Students with Disabilities, Self Contained Classrooms, Special Education
Ashley K. Holt; Erik Drasgow; Katie Wolfe – Research and Practice for Persons with Severe Disabilities, 2024
Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…
Descriptors: Students with Disabilities, Child Behavior, Teaching Methods, Special Education Teachers
