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High-Probability Request Sequence to Increase Compliance of Children with Autism Spectrum Disorder: A Meta-Analysis
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Kubra Sayar; Emrah Gulboy; Serife Yucesoy-Ozkan; Muhammet Sait Baran – Behavioral Disorders, 2024
Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…
Descriptors: Compliance (Psychology), Students with Disabilities, Probability, Sequential Approach
An Evidence-Based Review and Meta-Analysis of Active Supervision
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Gage, Nicholas A.; Haydon, Todd; MacSuga-Gage, Ashley S.; Flowers, Emily; Erdy, Lyndsie – Behavioral Disorders, 2020
Active supervision--defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member--is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized…
Descriptors: Student Behavior, Behavior Problems, Behavior Modification, Supervision
Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base
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Common, Eric Alan; Bross, Leslie Ann; Oakes, Wendy Peia; Cantwell, Emily Dawn; Lane, Kathleen Lynne; Germer, Kathryn Ann – Behavioral Disorders, 2019
We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students' behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an…
Descriptors: Elementary Secondary Education, Student Behavior, Evidence Based Practice, Special Education
A Systematic Review of the Evidence Base for Instructional Choice in K-12 Settings
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Royer, David J.; Lane, Kathleen Lynne; Cantwell, Emily D.; Messenger, Mallory L. – Behavioral Disorders, 2017
We conducted this systematic literature review to explore the current evidence base of instructional choice, a low-intensity, teacher-delivered strategy to support academic engagement and decrease challenging behaviors. Specifically, we focused on school-based settings, applying quality indicators (QIs) and evidence-based standards of the Council…
Descriptors: Literature Reviews, Elementary Secondary Education, Teaching Methods, Learner Engagement
Brief Report: Assessing Attitudes toward Culturally and Contextually Relevant Schoolwide Positive Behavior Support Strategies
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Fallon, Lindsay M.; O'Keeffe, Breda V.; Gage, Nicholas A.; Sugai, George – Behavioral Disorders, 2015
Given the increased interest and implementation of Schoolwide Positive Behavior Support (SWPBS) systems in schools in the United States, practitioners and researchers have become interested in how to improve implementation with students and staff from a wide range of cultural backgrounds. Fallon, O'Keeffe, and Sugai (2012) reviewed the literature…
Descriptors: Behavior Modification, Positive Reinforcement, Cultural Differences, Student Diversity
Teacher Perceptions of Student Needs and Implications for Positive Behavior Supports
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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