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Emma Hübinette; Stina Udén; Gustav Nilsson; Elinor Schad – European Journal of Psychology and Educational Research, 2024
The PAX Good Behavior Game (PAX-GBG) is a school-based intervention shown to enhance student self-regulation, encourage prosocial behavior, and curb challenging behaviors. However, little is understood about students' perspectives on the intervention. In this study, we conducted a survey and semi-structured interviews with 3rd-grade students in…
Descriptors: Foreign Countries, Grade 3, Elementary School Students, Student Attitudes
Crewdson, Margaret; Richardson, Robert D.; Skinner, Christopher H.; Fowler, Kristen; Wright, Shelby – TEACHING Exceptional Children, 2023
Tootling is a classwide, peer-mediated intervention created to encourage desired classroom behaviors and enhance students' awareness of classmates' incidental prosocial behaviors (Cashwell et al., 2001; Skinner et al., 2000). This intervention was named Tootling by combining the word "tattling," which is a type of peer reporting, and the…
Descriptors: Peer Relationship, Intervention, Behavior Modification, Behavior Problems
Alwahbi, Abdullah A. – Education and Training in Autism and Developmental Disabilities, 2023
Joint action routine (JAR) was implemented to help a 10-year-old student with autism spectrum disorder (ASD) improve his social skills. The implementation of JAR involved incorporating several elements into group activities. These elements included establishing a meaningful theme for the activities, assigning simple and reciprocal roles to the…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Social Behavior, Intervention
Megan E. Carpenter; Ya-yu Lo; Virginia L. Walker; Andy B. Masud; Melissa C. Tapp – Psychology in the Schools, 2023
Students with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework to support the social and behavioral needs of all students. As an evidence-based practice commonly used as…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Needs, Social Behavior
Megan Elizabeth Carpenter – ProQuest LLC, 2021
Students with extensive support needs (ESN) are a heterogenous group of students with the most pervasive and ongoing support needs who typically receive special education services under the categories of autism spectrum disorder (ASD), intellectual disability, or multiple disabilities and often qualify to take their state's alternate assessment…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Needs, Social Behavior
Aasheim, Merete; Fossum, Sturla; Reedtz, Charlotte; Handegård, Bjørn Helge; Martinussen, Monica – SAGE Open, 2020
In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher's behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and…
Descriptors: Foreign Countries, Elementary School Teachers, Classroom Techniques, Student Behavior
Fabiano, Gregory A.; Pyle, Kellina; Kelty, Mary Bridget; Parham, Brittany R. – Assessment for Effective Intervention, 2017
Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such…
Descriptors: Progress Monitoring, Behavior Rating Scales, Report Cards, Student Behavior
Boyd, R. Justin; Anderson, Cynthia M. – Journal of Behavioral Education, 2013
Multi-tiered systems of social behavioral support in schools provide varying levels of intervention matched to student need. Tier I (primary or universal) systems are for all students and are designed to promote pro-social behavior. Tier III (tertiary or intensive) supports are for students who engage in serious challenging behavior that has not…
Descriptors: Behavior Modification, Social Behavior, Intervention, At Risk Students
Naylor, Anna Schmidt; Kamps, Debra; Wills, Howard – Education and Treatment of Children, 2018
The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…
Descriptors: Intervention, Contingency Management, Time on Task, Student Behavior
Swoszowski, N. C.; Jolivette, K.; Frederick, L. D. – Journal of Classroom Interaction, 2013
Check-In/Check-Out is a secondary tier positive behavior support program in which an adult mentor is paired with a student to address problem behavior and support appropriate behavior. This case study extended the implementation of the Check-In/Check-Out strategy to a residential facility for students with emotional and behavioral disorders. The…
Descriptors: Social Behavior, Emotional Disturbances, Behavior Disorders, Behavior Modification
Vilardo, Brigid A.; DuPaul, George J.; Kern, Lee; Hojnoski, Robin L. – Child & Family Behavior Therapy, 2013
Previous research demonstrates that children with attention-deficit/hyperactivity disorder (ADHD) can experience social difficulties. Therefore, the current study examined the effects of cross-age peer coaching on social behaviors of first graders with significant symptoms of ADHD using a multiple baseline design. Four students who met criteria…
Descriptors: Social Behavior, Attention Deficit Hyperactivity Disorder, Coaching (Performance), Grade 1
Todd, Anne W.; Horner, Robert H.; Berry, Dorothy; Sanders, Carol; Bugni, Michelle; Currier, Allison; Potts, Nicky; Newton, J. Stephen; Algozzine, Bob; Algozzine, Kate – Journal of Special Education Leadership, 2012
Team-Initiated Problem Solving (TIPS) is an approach for organizing school team meetings to improve identification of targeted problems, use of data in the development of solutions, and development of implemented action plans. TIPS has been demonstrated in single-case and randomized controlled trial studies to improve the effectiveness of teams to…
Descriptors: Program Effectiveness, Student Behavior, Problem Solving, Teamwork
Stormont, M.; Reinke, W. M. – Beyond Behavior, 2012
Many schools today have a prevention-based focus for working with academic and social behavior problems through the use of tiered approaches (Bohanon, McIntosh, & Goodman, 2011; Horner & Sugai, 2005). Through the use of levels of support, including a continuum of increasingly intensive support based on responsiveness to evidence-based core…
Descriptors: Expertise, Evidence, Behavior Problems, Social Behavior
Rebecca Parrish – ProQuest LLC, 2013
While school lunch has the potential to be a time for students to develop appropriate social skills, most cafeterias are rife with disruptive and aggressive behavior. Lunch monitors struggle to effectively manage the many students eating lunch and yet few evidence-based cafeteria interventions exist. The purpose of this study was to implement and…
Descriptors: Elementary School Students, Student Behavior, Social Behavior, Game Based Learning
Stormont, Melissa; Reinke, Wendy M. – Online Submission, 2012
To increase the capacity of schools to serve more children within the context of prevention tiers of support, finding resources and building the infrastructure to support the use of coaching teachers in the area of social behavior supports are vital. Increasingly, teachers are expected to know how to implement strategies to support all children,…
Descriptors: At Risk Students, Coaching (Performance), Behavior Problems, Social Behavior
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