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Averill F. Obee; Katie C. Hart; Andre V. Maharaj; Paulo A. Graziano – Journal of Emotional and Behavioral Disorders, 2024
During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children's behavior while transitioning. Participants (N = 40; 77.5% Male; 92.5% Hispanic) were enrolled…
Descriptors: Prevention, Behavior Problems, Positive Behavior Supports, Student Behavior
Bruhn, Allison L.; Rila, Ashley; Mahatmya, Duhita; Estrapala, Sara; Hendrix, Nicole – Journal of Emotional and Behavioral Disorders, 2020
Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students' responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and…
Descriptors: Student Behavior, Behavior Problems, Intervention, Behavior Modification
McDaniel, Sara C.; Houchins, David E.; Robinson, Cecil – Journal of Emotional and Behavioral Disorders, 2016
"Check, Connect, and Expect" (CCE) is a secondary tier behavioral intervention that provides students with levels of support including a dedicated "coach" for check-in and check-out procedures, and social skills instruction. Elementary students (n = 22) in an alternative education school setting received CCE for 13 weeks…
Descriptors: Intervention, Interpersonal Competence, Oral Reading, Reading Fluency