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Journal of Positive Behavior…7
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Showing all 7 results Save | Export
Effects of Middle School Teachers' Praise-to-Reprimand Ratios on Students' Classroom Behavior
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Paul Caldarella; Ross A. A. Larsen; Leslie Williams; Howard P. Wills – Journal of Positive Behavior Interventions, 2023
Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in…
Descriptors: Teacher Student Relationship, Correlation, Prosocial Behavior, At Risk Students
Class-Wide Function-Related Intervention Teams "CW-FIT" Efficacy Trial Outcomes
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Debra Kamps; Howard Wills; Harriett Dawson-Bannister; Linda Heitzman-Powell; Esther Kottwitz; Blake Hansen; Kandace Fleming – Journal of Positive Behavior Interventions, 2015
The purpose of the study was to determine the efficacy of the Class-Wide Function-Related Intervention Teams (CW-FIT) program for improving students' on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate…
Descriptors: Intervention, Behavior Modification, Positive Reinforcement, Behavior Problems
Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design
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Simonsen, Brandi; Myers, Diane; Briere, Donald E., III – Journal of Positive Behavior Interventions, 2011
Students who continue to demonstrate at-risk behaviors after a school implements schoolwide primary (Tier 1) interventions require targeted-group secondary (Tier 2) interventions. This study was conducted to compare the effectiveness of a targeted-group behavioral check-in/check-out (CICO) intervention with the school's standard practice (SP) with…
Descriptors: Urban Schools, Middle School Students, Student Behavior, Behavior Problems
The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)
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LeBel, Teresa J.; Kilgus, Stephen P.; Briesch, Amy M.; Chafouleas, Sandra – Journal of Positive Behavior Interventions, 2010
The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for…
Descriptors: Feedback (Response), Student Behavior, Student Attitudes, Classroom Environment
Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies: Comparisons among High- and Low-Risk Elementary Schools
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Stichter, Janine P.; Lewis, Timothy J.; Whittaker, Tiffany A.; Richter, Mary; Johnson, Nanci W.; Trussell, Robert P. – Journal of Positive Behavior Interventions, 2009
The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35…
Descriptors: Classroom Techniques, Elementary Schools, General Education, Elementary School Teachers
Daily Behavior Report Cards: An Investigation of the Consistency of On-Task Data across Raters and Methods
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Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Sassu, Kari A.; LaFrance, Mary J.; Patwa, Shamim S. – Journal of Positive Behavior Interventions, 2007
In this study, the consistency of on-task data collected across raters using either a Daily Behavior Report Card (DBRC) or systematic direct observation was examined to begin to understand the decision reliability of using DBRCs to monitor student behavior. Results suggested very similar conclusions might be drawn when visually examining data…
Descriptors: Special Education, Student Behavior, Observation, Effect Size
Using Parent/Clinician Partnerships in Parent Education Programs for Children with Autism
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Brookman-Frazee, Lauren; Koegel, R. L. – Journal of Positive Behavior Interventions, 2004
Recently, many treatments for children with disabilities have shifted from a purely clinician-implemented model to one that focuses on a parent education component. In the current study, a repeated reversal design was employed to compare the effects of a parent education intervention that incorporates the principles outlined in the parent…
Descriptors: Autism, Parent Education, Partnerships in Education, Special Needs Students