NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 22 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Gerhardt, Peter F.; Bahry, Shanna; Driscoll, Natalie M.; Cauchi, Jessica; Mason, Brian K.; Deshpande, Madhura – International Electronic Journal of Elementary Education, 2023
A meaningful curriculum is one that is individualized, inclusive of the individual's unique needs and interests, and focused on building independence in current and future environments. A meaningful curriculum addresses an individual's needs and prioritizes instructional programs based on what is, potentially, most important to their lives and not…
Descriptors: Autism Spectrum Disorders, Curriculum, Skill Development, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Rossi, Margaret R.; Vladescu, Jason C.; Reeve, Kenneth F.; Gross, Amy C. – Education and Treatment of Children, 2017
Children have been taught to demonstrate a safety response when they encounter a dangerous stimulus using behavioral skills training (BST). However, little research has evaluated the usefulness of BST to teach safety skills to children with autism spectrum disorder (ASD). In the current study, we evaluated BST to establish a generalized repertoire…
Descriptors: Child Safety, Autism, Pervasive Developmental Disorders, Skill Development
Peer reviewed Peer reviewed
Direct linkDirect link
De Nobile, John; El Baba, Mariam; London, Teola – School Leadership & Management, 2016
When considering the management of student behaviour issues, a substantial body of literature, as well as logical common sense, points to the advantages of whole school policy over the individual efforts of teachers. Less is known, however, about the direct or indirect role school leadership plays in the development of well-implemented whole…
Descriptors: Foreign Countries, Elementary Schools, School Administration, Leadership Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Banks, Tachelle; Sapp, Marty; Obiakor, Festus E. – Multicultural Learning and Teaching, 2014
Not all children and youth will respond the same way to scripted interventions. Children and youth require intervention strategies that are designed to meet their wide-ranging needs in order to be successful during and after school years. Yet, educators and counselors apply behavior strategies to promote prosocial behavior without exploring…
Descriptors: Student Needs, Student Diversity, Competency Based Education, Emotional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Mathur, Sarup R.; Estes, Mary Bailey; Johns, Beverley H. – Beyond Behavior, 2012
Good teachers are lifelong learners and want to meet the needs of all of the students in the classroom. Yet, they never have all the answers. Many teachers have found themselves in a predicament of uncertainty and have become apprehensive about their own practices. They can benefit from professional development and supports. Through collaborative…
Descriptors: Faculty Development, Professional Development, Behavior Change, Behavior Development
Peer reviewed Peer reviewed
Direct linkDirect link
Ruttledge, Richard A.; Petrides, K. V. – School Psychology International, 2012
Cognitive behavioural approaches emphasize the links between thoughts, feelings and behaviour (Greig, 2007). Previous research has indicated that these approaches are efficacious in reducing disruptive behaviour in adolescents. The aim of the current study was to provide further evaluation of cognitive behavioural group work to reduce disruptive…
Descriptors: Emotional Intelligence, Intervention, Learning Strategies, Adolescents
Peer reviewed Peer reviewed
Direct linkDirect link
Leflot, Geertje; van Lier, Pol A. C.; Onghena, Patrick; Colpin, Hilde – Journal of Abnormal Child Psychology, 2010
The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and…
Descriptors: Classroom Techniques, Behavior Development, Behavior Problems, Teacher Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Trosper, Sarah E.; Buzzella, Brian A.; Bennett, Shannon M.; Ehrenreich, Jill T. – Clinical Child and Family Psychology Review, 2009
Given the relationship between internalizing disorders and deficits in emotion regulation in youth, the emotion science literature has suggested several avenues for increasing the efficacy of interventions for youth presenting with anxiety and depression. These possibilities include the identification and addition of emotion-regulation skills to…
Descriptors: Emotional Disturbances, Behavior Modification, Depression (Psychology), Anxiety
Peer reviewed Peer reviewed
Direct linkDirect link
Witvliet, Miranda; van Lier, Pol A. C.; Cuijpers, Pim; Koot, Hans M. – Journal of Consulting and Clinical Psychology, 2009
In this study, the authors used a randomized controlled trial to explore the link between having positive peer relations and externalizing outcomes in 758 children followed from kindergarten to the end of 2nd grade. Children were randomly assigned to the Good Behavior Game (GBG), a universal classroom-based preventive intervention, or a control…
Descriptors: Behavior Development, Intervention, Peer Relationship, Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
McCluskey, Gillean – International Journal on School Disaffection, 2010
This paper explores some key findings from the recent two-year evaluation of a national pilot to introduce Restorative Practices (RP) in Scottish schools. A Restorative approach emphasises the human wish to feel safe, to belong, to be respected and to understand and have positive relationships with others. It recognises the fundamental importance…
Descriptors: Young Adults, Adolescents, Change Strategies, Educational Strategies
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Bosch, Sébastien; Hixson, Michael D. – Behavior Analyst Today, 2004
In order to understand the complex behavior of an individual, what that individual has learned must be understood. Unfortunately, behavior analysis and psychology in general have not studied the cumulative effects of the learning principles. However, there are concepts in behavior analysis that, although not well researched, address this area.…
Descriptors: Behavioral Sciences, Behavior Development, Behavioral Science Research, Learning
Peer reviewed Peer reviewed
Bae, Soung – Reclaiming Children and Youth, 2002
All too often, one behavioral intervention is used universally to handle a variety of problem behaviors, regardless of the function of the misbehavior. This article describes how a functional assessment of behavior can be used to identify the purpose of misbehaviors and plan effective behavioral interventions. (Author)
Descriptors: Behavior Development, Behavior Modification, Behavior Problems, Evaluation Methods
Peer reviewed Peer reviewed
Tucker, Madonna; Sigafoos, Jeff; Bushell, Heidi – Behavior Modification, 1998
Reviews studies involving noncontingent reinforcement (NCR) for the treatment of challenging behavior such as aggression, self-injury, and extreme tantrums in persons with developmental disabilities. A clinical guide for implementation is delineated. Among the advantages of NCR is ease of implementation. NCR appears particularly relevant for…
Descriptors: Behavior Change, Behavior Development, Behavior Modification, Behavior Problems
Peer reviewed Peer reviewed
McNamara, A.; And Others – Educational Psychology, 1987
Reports on a study in which English secondary remedial students were observed and rated in their individual levels of on-task behavior. Results indicate that group-oriented classroom management procedures may achieve their apparent success merely by raising the on-task behavior of nontroublesome pupils. (Author/BSR)
Descriptors: Behavior Change, Behavior Development, Behavior Modification, Classroom Techniques
Peer reviewed Peer reviewed
Schwieso, J. J. – Educational Studies, 1989
Argues that behavioral approaches in education are best placed within a rational or justificatory framework, rather than within a strictly scientific account of human activity. Draws the distinction between the two frameworks, and outlines major criticisms leveled at behaviorism in education. Discusses aspects of behaviorism in education from the…
Descriptors: Behavior Development, Behavior Modification, Behavior Theories, Behaviorism
Previous Page | Next Page »
Pages: 1  |  2