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Direct linkJennifer Sikov; Gregory A. Fabiano; Nicole K. Schatz; Brittany Merrill; Jennifer Piscitello; Devon Tower; Andrew R. Greiner; Elizabeth M. Gnagy; Amy Boeckel; Gwen Davis; Connor Rohan; Hayley Feibel; Jordan Moore; Erin Maloney; William E. Pelham Jr. – Grantee Submission, 2024
The impact of attention-deficit/hyperactivity (ADHD) disorder results in significant challenges in academic, behavioral, and social domains, necessitating targeted interventions. Although a substantial number of students with ADHD receive individualized education programs (IEPs), little is known about the most common accommodations and…
Descriptors: Attention Deficit Hyperactivity Disorder, Individualized Education Programs, Elementary School Students, Early Intervention
Download full textSullivan, Kaitlin; Crosland, Kimberly; Iovannone, Rose; Blair, Kwang-Sun; Singer, Leslie – Journal of Positive Behavior Interventions, 2021
Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school…
Descriptors: Functional Behavioral Assessment, Student Behavior, Behavior Problems, Emotional Problems
Webb, Linda; Carey, John; Villares, Elizabeth; Wells, Craig; Sayer, Aline – Society for Research on Educational Effectiveness, 2014
Numerous authors have reviewed research to determine which skills are considered fundamental to successful academic and social outcomes for students (Hattie, Briggs, & Purdie, 1996; Masten & Coatworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). These skills include: (1) cognitive and…
Descriptors: Randomized Controlled Trials, Success, Cognitive Ability, Metacognition
Allan, Nicholas P.; Lonigan, Christopher J. – Developmental Psychology, 2011
Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional.…
Descriptors: Academic Achievement, Preschool Children, Psychopathology, Factor Analysis
Dunlap, Glen; Iovannone, Rose; Wilson, Kelly J.; Kincaid, Donald K.; Strain, Phillip – Journal of Positive Behavior Interventions, 2010
Although there is a substantial empirical foundation for the basic intervention components of behavior analysis and positive behavior support (PBS), the field still lacks a standardized program model of individualized PBS suitable for widespread application by school personnel. This article provides a description of a standardized PBS model that…
Descriptors: Behavior Problems, Intervention, School Personnel, Behavior Modification
Tropf, Walter D., Ed. – 1977
This manual provides an on-the-job basic orientation and training program for beginning child care workers. Content areas covered were selected by child care worker supervisors as being the most troublesome for trainees adjusting to group care responsibilities. The training program is divided into two main parts. The first part consists of an…
Descriptors: Adolescents, Behavior Development, Behavior Problems, Child Caregivers
