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Moore, Tara C.; Gordon, Jason R.; Williams, Angela; Eshbaugh, Jessica F. – Behavioral Disorders, 2022
A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three…
Descriptors: Student Behavior, Behavior Modification, Self Contained Classrooms, Emotional Disturbances
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Allison M. Kroesch; Sarah Southall; Nancy Welsh-Young; Katherine N. Peeples – Behavioral Disorders, 2024
Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained U.S. elementary classroom for students with high-intensity behavioral support needs. Each…
Descriptors: Paraprofessional School Personnel, Self Contained Classrooms, Teaching Methods, Elementary Education
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Hirsch, Shanna E.; Griffith, Catherine A.; Chow, Jason C.; Walker, Alexis; Walters, Sharon M. – Behavioral Disorders, 2022
The primary aim of professional learning and development (PLD) is to create a meaningful experience to build educator knowledge and practice that can positively affect student behavior. Yet, few studies evaluate the role of PLD with special educators who work with students with emotional and behavioral disorders in self-contained settings. The…
Descriptors: Special Education Teachers, Students, Behavior Disorders, Emotional Disturbances
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Gersib, Jenna A.; Mason, Sarah – Behavioral Disorders, 2023
Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted…
Descriptors: Behavior Disorders, Emotional Disturbances, Students with Disabilities, Intervention
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Ginns, Diana S.; Begeny, John C. – Behavioral Disorders, 2019
Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with…
Descriptors: Secondary School Students, Emotional Disturbances, Feedback (Response), Behavior Modification
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Weeden, Marc; Wills, Howard P.; Kottwitz, Esther; Kamps, Debra – Behavioral Disorders, 2016
Class-wide interventions have strong empirical support for improving behavior in general education classes but are rarely tested in special education classes. The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary…
Descriptors: Intervention, Emotional Disturbances, Behavior Disorders, General Education
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Turton, Amina M.; Umbreit, John; Mathur, Sarup R. – Behavioral Disorders, 2011
Three adolescents (ages 14-17) with emotional and behavioral disorders displayed chronic disruptive behavior in their self-contained classrooms at a self-contained alternative school. A descriptive functional behavioral assessment was conducted for each student. Data from file review, structured interviews, and direct observations were used to…
Descriptors: Nontraditional Education, Intervention, Validity, Behavior Disorders
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Maggin, Daniel M.; Fallon, Lindsay M.; Sanetti, Lisa M. Hagermoser; Ruberto, Laura M. – Behavioral Disorders, 2012
The present study investigated the effects of an intensive training protocol on levels of paraeducator fidelity to a group contingency intervention used to manage the classroom behavior of students with EBD. A multiple baseline design across classrooms was used to determine whether the training was associated with initial and sustained increases…
Descriptors: Aggression, Feedback (Response), Student Behavior, Fidelity
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Maggin, Daniel M.; Wehby, Joseph H.; Moore Partin, Tara C.; Robertson, Rachel; Oliver, Reginal M. – Behavioral Disorders, 2011
Students with emotional and behavioral disorders (EBD) are often placed into self-contained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present…
Descriptors: Behavior Disorders, Emotional Disturbances, Classroom Environment, Self Contained Classrooms
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Blood, Erika – Behavioral Disorders, 2010
This study investigated the use of a student response system (SRS) on the participation, classroom behavior, and academic achievement of students with emotional and behavioral disorders (EBD). The purpose of this research was to determine if using an SRS, in place of typical classroom methods of student response, would generate increases in…
Descriptors: Classroom Techniques, Student Reaction, Emotional Disturbances, Behavior Disorders
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Mattison, Richard E.; Schneider, Jayne – Behavioral Disorders, 2009
Students new to a self-contained middle school for students with emotional disturbance (ED) were followed during their first year to assess the effectiveness of the program on school functioning and psychopathology. Measures for academic functioning (grade point average and subject failures), attendance (absenteeism and lateness), and disciplinary…
Descriptors: Suspension, Grade Point Average, Emotional Disturbances, Hyperactivity