In a multi-tiered system of support, we often conceptualize intensive interventions as supplemental academic or behavior supports delivered to a small group of students at Tier 2 or intensive, individualized supports at Tier 3. At Tier 2, some students may not initially respond to the standard protocol of an intervention. In these situations, it…

Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay;…

The purpose of this paper is to discuss how issues of effectiveness and efficiency are considered most logically in the field of education. More specifically, the focus is on the importance of these issues as they pertain to teaching, instruction, and management strategies for students with emotional and behavioral disorders (E/BD). The driving…

This unique book will provide teachers and other service providers the knowledge and skills for positive behavior supports in school settings, thereby improving the academic and social skills of their students. The text is generic across age levels K-12, and focuses on the positive behavior supports in school settings. Each chapter begins with Key…

Recent efforts to improve American educational practices have focused on determining the efficacy of interventions and instructional practices via randomized controlled trials. Aligned with this effort, the Institute for Education Sciences (IES), the primary funding agency for experimental research in education, has organized grant funding into…

Many teachers face behaviors such as talking out, disrespectful comments, general classroom disorder, and even verbal abuse on a daily basis. Students who create these disruptions in classroom settings interrupt the flow of instruction and affect the behaviors of other students, creating a chaotic environment. Because students with or at risk for…

The article begins by discussing the literature as it relates to the perceived effectiveness of behavioural management approaches, as well as the author's experiences of implementing a behavioural approach. The second part highlights an alternative viewpoint, as derived from an empirical study, as it relates to the pupil perspective of effective…

This article describes a systematic process for finding and resolving problems with classroom-based behavioral interventions in schools. Described is a step by step process for identifying and resolving issues that reduce intervention effectiveness. The article is organized around the Behavioral Intervention Troubleshooter, which is a checklist…

The prevailing concern for teacher and student accountability in education and increasing problems with student discipline have led some schools to adopt a single model of classroom discipline. For example, in one district in Florida, Lee Canter's model of assertive discipline, a behavioristic approach to classroom management, was mandated for use…

This research project tested the effects of two behavior modification programs, one emphasizing self-control and one traditional nutrition education, on the snacking habits of 91 fourth grade students. The project's methodology is discussed. (JL)

Describes a training program to improve graduate psychology students' seminar presentation skills. Outlines the behavior modeling and interviews with professors used in the training. Concludes that the project was evaluated favorably by professors in other courses where students made presentations and by the students themselves. (CFR)

The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years. The increased interest is the result of the refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased…

A study examined the use of sensory integration techniques to reduce the maladaptive behaviors that interfered with the learning of nine high school students with mental impairments attending a special school. Maladaptive behaviors identified included rocking, toe walking, echolalia, resistance to change, compulsive behaviors, aggression,…

Individualized trans-situational interventions (TSIs) were implemented with three middle-school students at risk for school failure. Problem behaviors in school were reduced and linked to problem behavior reduction in the home when concurrent behavior support was established in the home and at school. (Contains references.) (Author/CR)

This report discusses preliminary results from a project designed to develop and test a practical approach to the identification of, and intervention with, students who have, or are at risk, for emotional and behavioral disorders. The study includes data from 28 elementary students with behavioral problems that concerned the classroom teachers. In…