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Majeika, Caitlyn E.; Wehby, Joseph H.; Hancock, Eleanor M. – Behavioral Disorders, 2022
Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in…
Descriptors: Behavior Modification, Positive Behavior Supports, Student Behavior, Behavior Problems
McDaniel, Sara C.; Cohen, Daniel; Bruhn, Allison L. – Behavioral Disorders, 2022
Targeted Tier 2 interventions are critical to supporting students with challenging behavior and decreasing the resources associated with highly individualized and intense interventions. This study extends findings from recent single-case design studies and case example applications of the Tier 2 Identification and Intervention framework with the…
Descriptors: Intervention, Urban Schools, Elementary Schools, Discipline
Grasley-Boy, Nicolette M.; Reichow, Brian; van Dijk, Wilhelmina; Gage, Nicholas – Behavioral Disorders, 2021
Positive Behavioral Interventions and Supports (PBIS) is a multitiered system of support for behavior used in many schools across the world. Researchers have begun adapting and evaluating Tier 1 of PBIS for students placed in alternative education (AE) settings. The purpose of this review is to synthesize these evaluations. We systematically…
Descriptors: Literature Reviews, Positive Behavior Supports, Intervention, Program Implementation
Eoin Bastable; Paul Meng; Sarah Fairbanks Falcon; Kent McIntosh – Behavioral Disorders, 2023
Educators have shown reluctance to implement interventions aimed at improving racial equity in school disciplinary practice. Mixed methods were applied to assess and improve the acceptability of a new intervention designed to reduce racial disparities in school discipline. A descriptive concurrent parallel design was used to assess U.S. educators'…
Descriptors: Mixed Methods Research, Intervention, Equal Education, Discipline
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
Gage, Nicholas A.; Grasley-Boy, Nicolette; Lombardo, Michael; Anderson, Lucas – Behavioral Disorders, 2020
Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive…
Descriptors: Positive Behavior Supports, Behavior Change, Intervention, Expulsion
Chaffee, Ruth K.; Briesch, Amy M.; Volpe, Robert J.; Johnson, Austin H.; Dudley, Laura – Behavioral Disorders, 2020
Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased…
Descriptors: Intervention, Positive Behavior Supports, Behavior Modification, Peer Influence
Floress, Margaret T.; Jenkins, Lyndsay N.; Reinke, Wendy M.; McKown, Lorena – Behavioral Disorders, 2018
Many studies have demonstrated that when teachers are trained to increase their use of praise, student misbehavior improves; however, few studies have examined teachers' natural use of praise and no study has examined the relation between teachers' natural use of praise and classroom behavior. The purpose of the current study was to examine…
Descriptors: General Education, Elementary School Teachers, Classroom Techniques, Positive Reinforcement
K. Brigid Flannery; Mimi McGrath Kato; Angus Kittelman; Nadia Katul Sampson; Kent McIntosh – Behavioral Disorders, 2024
The purpose of this study was to provide initial evidence of the effectiveness of Check-In/Check-Out-High School (CICO-HS) on high school student outcomes. Check-In/Check-Out-High School is a version of CICO, an established Tier 2 intervention designed to improve student academic and social behavior, adapted to increase effectiveness and…
Descriptors: High School Students, Intervention, Positive Behavior Supports, Program Effectiveness
Kourea, Lefki; Lo, Ya-yu; Owens, Tosha L. – Behavioral Disorders, 2016
Despite the positive effects of school-wide positive behavior support (SWPBS) on school discipline, the overrepresentation of Black students in discipline data in SWPBS schools has alerted researchers and educators to initiate discussion about the need to blend culturally responsive pedagogy and the SWPBS approach. This qualitative research study…
Descriptors: Positive Behavior Supports, Student Behavior, Culturally Relevant Education, African Americans