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Direct linkLindsay M. Fallon; Emily R. DeFouw; Sadie C. Cathcart; Talia S. Berkman; Patrick Robinson-Link; Breda V. O'Keeffe; George Sugai – Journal of Behavioral Education, 2022
School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…
Descriptors: Discipline, Student Behavior, Behavior Modification, Social Development
Download full textLindsay M. Fallon; Emily R. DeFouw; Sadie C. Cathcart; Talia S. Berkman; Patrick Robinson-Link; Breda V. O'Keeffe; George Sugai – Grantee Submission, 2021
School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…
Descriptors: Discipline, Student Behavior, Behavior Modification, Social Development
Chitiyo, Jonathan; May, Michael E. – Preventing School Failure, 2018
The Schoolwide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the United States and abroad. Despite its widespread implementation, little research has examined factors that influence its sustainability. Informed by Rogers's diffusion theory, this study examined school personnel's…
Descriptors: Positive Behavior Supports, Behavior Modification, Intervention, Sustainability
Cooper, Justin T.; Gage, Nicholas A.; Alter, Peter J.; LaPolla, Stefanie; MacSuga-Gage, Ashley S.; Scott, Terrance M. – Preventing School Failure, 2018
A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on…
Descriptors: Classroom Techniques, Evidence Based Practice, Self Disclosure (Individuals), Teacher Surveys
Chaffee, Ruth K.; Briesch, Amy M.; Johnson, Austin H.; Volpe, Robert J. – School Psychology Review, 2017
Off-task and disruptive classroom behavior impedes the learning of the children emitting these behaviors as well as the delivery of instruction to the entire class, which may lead to decreased academic achievement and more severe behavior problems. A meta-analysis of the single-case literature was conducted to understand the effectiveness of…
Descriptors: Student Behavior, Behavior Problems, Meta Analysis, Intervention
Romane, Garvin Philippe – ProQuest LLC, 2017
This study explored school-based speech-language pathologists' (SLPs') use of iPads and apps for speech and language instruction, specifically for articulation, language, and vocabulary goals. A mostly quantitative-based survey was administered to approximately 2,800 SLPs in a K-12 setting; the final sample consisted of 189 licensed SLPs. Overall,…
Descriptors: Speech Language Pathology, Allied Health Personnel, Technology Uses in Education, Handheld Devices
Fallon, Lindsay M.; O'Keeffe, Breda V.; Gage, Nicholas A.; Sugai, George – Behavioral Disorders, 2015
Given the increased interest and implementation of Schoolwide Positive Behavior Support (SWPBS) systems in schools in the United States, practitioners and researchers have become interested in how to improve implementation with students and staff from a wide range of cultural backgrounds. Fallon, O'Keeffe, and Sugai (2012) reviewed the literature…
Descriptors: Behavior Modification, Positive Reinforcement, Cultural Differences, Student Diversity
Becker, Colleen Gilday – ProQuest LLC, 2013
The purpose of this case study was to examine the School-Wide Positive Behavior Support (SWPBS) impact on five selected student performance factors. A literature review revealed there have been many SWPBS research studies regarding traditional public schools. However, there have not been any published empirical SWPBS studies involving K-12…
Descriptors: Case Studies, Behavior Modification, Program Effectiveness, Performance Factors
Wei, Xin; Wagner, Mary; Christiano, Elizabeth R.A.; Shattuck, Paul; Yu, Jennifer – Grantee Submission, 2014
Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Secondary School Students
