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Deanna Swain; Ji Eun Han; Hallie Brown; Catherine Lord; Sally Rogers; Annette Estes; Connie Kasari; Andrew Pickles; So Hyun Kim – Autism: The International Journal of Research and Practice, 2025
Naturalistic developmental behavioral interventions target developmentally appropriate skills in young children with autism spectrum disorders using behavioral techniques in naturalistic interactions. Naturalistic developmental behavioral interventions demonstrate strong empirical support and frequently utilize caregiver training of intervention…
Descriptors: Child Caregivers, Behavior Change, Intervention, Behavior Modification
Jill Locke; Catherine M. Corbin; Roger G. Goosey; Vaughan K. Collins; Mark G. Ehrhart; Kurt Hatch; Christine Espeland; Aaron R. Lyon – Grantee Submission, 2025
Background: Implementation of evidence-based practices (EBPs) in schools is fraught with challenges. Even when EBPs are initiated, deterioration of implementation efforts often hinders their long-term success. School leadership behaviors can influence teachers' EBP implementation. Our study tested an implementation strategy called Helping…
Descriptors: Evidence Based Practice, Leadership Training, Program Implementation, Program Effectiveness
Charlotte Megret – Journal of Adventure Education and Outdoor Learning, 2024
Phones have become pervasive in many teenagers' lives, and outdoor educators are increasingly faced with making decisions regarding technology. This case study sheds light on the complex relationship between teenagers, phones and residential outdoor environmental education by exploring the experiences of participants at a phone-free summer camp in…
Descriptors: Adolescents, Telecommunications, Addictive Behavior, Outdoor Education
Estes, Annette; Yoder, Paul; McEachin, John; Hellemann, Gerhard; Munson, Jeffrey; Greenson, Jessica; Rocha, Marie; Gardner, Elizabeth; Rogers, Sally J. – Autism: The International Journal of Research and Practice, 2021
This study examined whether style or intensity of child-focused intervention had a secondary effect on parental sense of efficacy and whether these effects varied by baseline level of parent stress. We randomized 87 children with autism, age 13-30 months, into one of four conditions: 15 versus 25 intervention hours crossed with 12 months of Early…
Descriptors: Autism, Pervasive Developmental Disorders, Stress Variables, Parents
Feuerborn, Laura L.; Tyre, Ashli D.; King, Joe P. – Journal of Positive Behavior Interventions, 2015
The practices of schoolwide positive behavior support (SWPBS) are dependent on staff implementation in classroom and common areas throughout the school. Thus, gaining the support and commitment of school staff is a critical step toward reaching full implementation of SWPBS. However, achieving buildingwide support can be challenging; many schools…
Descriptors: Student Behavior, Discipline, Behavior Modification, Intervention
Ward-Ciesielski, Erin F. – Suicide and Life-Threatening Behavior, 2013
This open trial sought to develop and evaluate the preliminary feasibility and effectiveness of a brief, one-time, dialectical behavior therapy skills-based intervention with specific focus on ensuring acceptability to nontreatment-seekers. Treatment-seeking and nontreatment-seeking suicidal individuals were recruited successfully from the…
Descriptors: Suicide, Therapy, Outcomes of Treatment, Feasibility Studies
Feuerborn, Laura; Chinn, Donald – Behavioral Disorders, 2012
The practices of school-wide positive behavior supports (SWPBS) are dependent on teachers to implement them in their classrooms; thus, gaining the "buy-in" and support of teachers is a critical step in reaching full, building-wide implementation. One step toward achieving this support may be to gain a better understanding of the…
Descriptors: Student Needs, Teaching Methods, Teaching Experience, Grounded Theory
Feuerborn, Laura L.; Tyre, Ashli D. – Contemporary School Psychology, 2012
Researchers and school practitioners alike are finding positive outcomes in the proactive practices of schoolwide positive behavior supports (SWPBS). However, reform through such systemic efforts as SWPBS is a challenging endeavor. For SWPBS to reach the widest number of schools, it is necessary to provide school faculty and staff with the…
Descriptors: Discipline, Behavior Modification, Urban Areas, Elementary Schools
Christensen, Andrew; Atkins, David C.; Baucom, Brian; Yi, Jean – Journal of Consulting and Clinical Psychology, 2010
Objective: To follow distressed married couples for 5 years after their participation in a randomized clinical trial. Method: A total of 134 chronically and seriously distressed married couples were randomly assigned to approximately 8 months of either traditional behavioral couple therapy (TBCT; Jacobson & Margolin, 1979) or integrative…
Descriptors: Marital Status, Marital Satisfaction, Effect Size, Therapy
Walker, Bridget; Cheney, Doug; Stage, Scott – Journal of Positive Behavior Interventions, 2009
The "Self-Assessment and Program Review" (SAPR) was developed to provide an assessment tool that schools could use to track their progress in implementing key practices related to all three levels of schoolwide positive behavior supports (SWPBS). The SAPR is a team-based assessment tool, using both individual and team ratings of 10…
Descriptors: Behavior Modification, Program Effectiveness, Leadership, Behavior Problems
Wallace, Brian D. – District Administration, 2009
The love of learning--that intrinsic desire to gain knowledge and insight into new subjects--was once its own reward. That was altered decades ago when parents started using the proverbial "stick and carrot" to motivate their children to do well in school, or even just show up. Today, educators across the country have taken hold of this…
Descriptors: Student Motivation, Learning, Incentives, Rewards
Cheney, Douglas A.; Stage, Scott A.; Hawken, Leanne S.; Lynass, Lori; Mielenz, Christine; Waugh, Maryann – Journal of Emotional and Behavioral Disorders, 2009
Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the "Check, Connect, and Expect" (CCE) program. The CCE program combined the essential intervention procedures of the "Check & Connect Program" and the "Behavior Education…
Descriptors: Behavior Problems, Intervention, Academic Achievement, At Risk Students
Gage, Mary Ann; Fredericks, H. D. Bud; Johnson-Dorn, Nancy; Lindley-Southard, Barbara – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Results are reported for 3 years of in-service training provided to managers and direct care personnel employed in community, residential, and vocational programs for developmentally disabled adults. The data demonstrate the efficacy of the training model in that 1015 (97%) of 1080 training objectives attempted were completed by the trainees at…
Descriptors: Training Objectives, Disabilities, Group Homes, Trainees
Frederick, John T.; Comtois, Katherine Anne – Academic Psychiatry, 2006
Objective: The University of Washington (UW) psychiatry residency program attempted to determine how participation in a dialectical behavior therapy (DBT) training program influenced the practice of its graduates. Methods: A survey was completed by 30 graduates who participated in elective DBT training. This survey obtained information about their…
Descriptors: Behavior Modification, Psychiatry, Psychotherapy, Graduate Medical Education
Cheney, Douglas; Flower, Andrea; Templeton, Tran – Journal of Special Education, 2008
Response to Intervention (RtI) has become an important element of policy, practice, and research since the 2004 reauthorization of the Individuals with Disabilities Education Act. In this article, five metrics recommended by Gresham (2005) were used to evaluate the progress of 127 students who were at risk of developing emotional disturbance and…
Descriptors: Report Cards, Intervention, Emotional Disturbances, High Risk Students
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