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Increasing Compliance in Students with Intellectual Disabilities Using Functional Behavioral Assessment and Self-Monitoring
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Wadsworth, Jamie P.; Hansen, Blake D.; Wills, Sarah B. – Remedial and Special Education, 2015
Noncompliance in three elementary age students with intellectual disabilities was assessed using functional behavioral assessments. Escape was identified as the primary function of the behavior in all three students, and access to tangible items was identified in one of the students as a secondary function. Teacher-monitoring and self-monitoring…
Descriptors: Compliance (Psychology), Behavior Problems, Mental Retardation, Functional Behavioral Assessment
When Teachers Work to Use Progress Monitoring Data to Inform Literacy Instruction: Identifying Potential Supports and Challenges
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Roehrig, Alysia D.; Duggar, Staci Walton; Moats, Louisa; Glover, Marsha; Mincey, Brian – Remedial and Special Education, 2008
The phenomenon of using progress monitoring data to inform literacy instruction was explored in the context of four schools during their 2nd year of Reading First implementation. Open-ended interviews and surveys from 10 teachers, purposefully selected for maximum variation in effectiveness and skills and resistance to using data to inform…
Descriptors: Grounded Theory, Classroom Techniques, Literacy, Teachers