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Taylor, Jonté C.; Riden, Benjamin S. – Beyond Behavior, 2021
Performing newly acquired skills over time (i.e., maintenance) and across settings and stimuli (i.e., generalization) is central to what students need to accomplish in preparation for life beyond the classroom. Students, including those with emotional and behavioral disorders (EBD), need opportunities to practice for the purposes of maintaining…
Descriptors: Behavior Disorders, Emotional Disturbances, Students with Disabilities, Behavior Modification
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Hawkins, Renee O.; Collins, Tai A.; Haas Ramirez, Lauren; Murphy, J. Meredith; Ritter, Chelsea – Behavioral Disorders, 2020
Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school…
Descriptors: Behavior Disorders, Student Behavior, Nontraditional Education, Emotional Disturbances
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Ramirez, Lauren Haas; Hawkins, Renee O.; Collins, Tai A.; Ritter, Chelsea; Haydon, Todd – School Psychology Review, 2019
Group contingencies are an effective way to prevent and address problem behavior; however, the extent to which these effects transfer to settings where the intervention is not implemented (i.e., setting generalization) is unknown. Using a multiple baseline design, this study assessed the setting generalization of the effects of an interdependent…
Descriptors: Behavior Problems, Behavior Modification, Group Activities, Contingency Management
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Popham, Michelle; Counts, Jennifer; Ryan, Joseph B.; Katsiyannis, Antonis – Journal of Research in Special Educational Needs, 2018
Self-regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self-regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty-six studies published in 35…
Descriptors: Metacognition, Academic Achievement, Intervention, Emotional Disturbances
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Daniels, Brian; Volpe, Robert J.; Briesch, Amy M.; Gadow, Kenneth D. – Assessment for Effective Intervention, 2017
Direct behavior rating (DBR) represents a feasible method for monitoring student behavior in the classroom; however, limited work to date has focused on the use of multi-item scales. The purposes of the study were to examine the (a) dependability of data obtained from a multi-item DBR designed to assess peer conflict and (b) treatment sensitivity…
Descriptors: Conflict, Peer Relationship, Behavior Rating Scales, Student Evaluation
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Ennis, Robin Parks; Jolivette, Kristine; Terry, Nicole Patton; Fredrick, Laura D.; Alberto, Paul A. – Journal of Behavioral Education, 2015
One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the…
Descriptors: Writing Skills, Writing Instruction, Emotional Disturbances, Behavior Disorders
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Hudson, Tina Marlene; Hinkson-Lee, Kim; Collins, Belva – Journal of Behavioral Education, 2013
The purpose of this study was to examine the effectiveness of the simultaneous prompting procedure in teaching paragraph composition to 4, 5th grade students identified with emotional behavioral disorder (EBD) and attention-deficit hyperactivity disorder (ADHD). The instructor taught students how to construct and proofread a 5-sentence paragraph…
Descriptors: Behavior Disorders, Attention Deficit Hyperactivity Disorder, Writing Processes, Prompting
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Kelly, John R.; Shogren, Karrie A. – Journal of Emotional and Behavioral Disorders, 2014
A multiple baseline across participants design was used to examine the functional relation between the "Self-Determined Learning Model of Instruction" (SDLMI) intervention and the on- and off-task behaviors of high school students with emotional and behavioral disorders (EBD). The results showed that all four students significantly…
Descriptors: Self Determination, Intervention, High School Students, Emotional Disturbances
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Conrad, Kendon J.; Conrad, Karen M.; Mazza, Jessica; Riley, Barth B.; Funk, Rod; Stein, Mark A.; Dennis, Michael L. – Psychological Assessment, 2012
This study used Rasch measurement model criteria and traditional psychometric strategies to examine key psychometric properties of the Behavioral Complexity Scale (BCS), a widely used measure of externalizing disorders that focuses on attention deficit, hyperactivity, and conduct disorders. With a sample of 7,435 persons being screened for…
Descriptors: Behavior Disorders, Measures (Individuals), Psychometrics, Severity (of Disability)
Ing, Anna D.; Roane, Henry S.; Veenstra, Rebecca A. – Journal of Applied Behavior Analysis, 2011
Coprophagia, the ingestion of fecal matter, occurs among some individuals with developmental disabilities and is associated with a variety of health risks (e.g., diarrhea, intestinal parasites, blood-borne pathogens; Parry-Jones & Parry-Jones, 1992). Studies that have evaluated operant-based treatments of coprophagia have been limited by a lack of…
Descriptors: Developmental Disabilities, Behavior Modification, Behavior Disorders, Risk
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Hauth, Clara; Mastropieri, Margo; Scruggs, Tom; Regan, Kelley – Behavioral Disorders, 2013
Eight eighth-grade students identified as having emotional and/or behavioral disabilities participated in a multiple-baseline design study to assess the effects of teaching persuasive writing and applying writing in the civics content area. After baseline data were collected, two intervention phases were implemented. An instructional phase on…
Descriptors: Grade 8, Emotional Disturbances, Behavior Disorders, Persuasive Discourse
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Adkins, Mary H.; Gavins, Marva V. – Exceptionality, 2012
The effects of Self-Regulated Strategy Development (SRSD) and generalization instruction with 3 second and third grade students with severe emotional/behavioral disorders, in one self-contained classroom were examined. The effects of the intervention on multiple measures of story writing were examined at baseline, postinstruction and maintenance.…
Descriptors: Self Efficacy, Behavior Disorders, Intervention, Generalization
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Mastropieri, Margo A.; Scruggs, Thomas E.; Mills, Sara; Cerar, Nancy Irby; Cuenca-Sanchez, Yojanna; Allen-Bronaugh, Dannette; Thompson, Catherine; Guckert, Mary; Regan, Kelley – Behavioral Disorders, 2009
A multiple-baseline design study was conducted to evaluate the effectiveness of strategy instruction in persuasive writing with eighth-grade students who attended a public day school for students with severe emotional and behavior disabilities. Students were taught to plan and write persuasive essays using the Self-Regulated Strategy Development…
Descriptors: Day Schools, Essays, Generalization, Special Schools
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Fullerton, Elizabeth Kirby; Conroy, Maureen A.; Correa, Vivian I. – Behavioral Disorders, 2009
This study investigated the effectiveness of a training designed to increase early childhood teachers' use of specific praise statements to address problem behaviors demonstrated by children at risk for emotional/behavioral disorders. A multiple-baseline across-participants design was employed to examine the teachers' use of specific praise…
Descriptors: Emotional Disturbances, Behavior Disorders, Young Children, Positive Reinforcement
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Nigg, Joel T.; Nikolas, Molly; Miller, Torri; Burt, S. Alexandra; Klump, Kelly L.; von Eye, Alexander – Psychological Assessment, 2009
The assessment of children's perception of marital conflict is an important area of research related to family relations, children's cognitions about self, and the development of psychopathology. The leading instrument in this domain is the Children's Perception of Interparental Conflict Scale (CPIC; J. H. Grych, M. Seid, & F. D. Fincham, 1992).…
Descriptors: Behavior Problems, Hyperactivity, Behavior Disorders, Attention Deficit Disorders
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