The student check-up (SCU) is a brief school-based motivational interviewing intervention developed to promote academic-related behavioral changes and to increase accessibility to mental health services. Despite published randomized controlled trials demonstrating SCU's effectiveness in promoting student self-efficacy in academic efforts, the…

Student behavior problems in general-education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, such as paying attention, being ready to work, asking for help, participating in class, and completing…

Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…

Problem behaviors in preschool-aged children negatively affect teacher-child relationships and children's skill development. In this clinical replication of an initial study, we implemented Teacher-Child Interaction Training (TCIT), a teacher-delivered, universal intervention designed for early childhood settings. The initial study evaluated…

Students with intellectual disabilities can exhibit a wide array of challenging behaviors in the classroom that pose disruptions to the learning milieu and management problems for those involved in their education. Self-modeling, a behavioral intervention that involves viewing edited videotapes of oneself depicting exemplary behavior, has had…

A comprehensive self-management intervention was utilized to increase the on-task behavior of three African American students within an urban middle-school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a…

School engagement has long been seen as an important component of school completion, and research shows that social support in the home and school promotes engagement. However, many researchers have argued that it is not a unitary construct but rather a multifaceted phenomenon, and the role of peer social support has not been as well studied as…

In response to ongoing concerns with student academic and behavior problems, antecedent strategies have garnered increasing attention. Antecedent intervention approaches focus on structuring the environment to prevent problems and enhance motivation. At the class-wide level, implementation of these strategies can create a structured and orderly…

Reality therapy methods in the classroom were examined via a four-group experimental design. The groups were as follows: (a) pretested reality therapy, (b) unpretested reality therapy, (c) pretested placebo, and (d) unpretested placebo. Findings were not supportive of reality therapy methods as applied in the classroom. (Author)

Discussed the effects of a relatively simple token economy that used group contingency in a regular fifth-grade class setting. Results were favorable. (HMV)

The purpose of this study was to define and review the daily report card (DBRC) as a monitoring and/or intervention technique. In general, it has been suggested that DBRCs may be feasible, acceptable, and effective in promoting a positive student. Despite the appeal of using DBRCs, widespread endorsement cannot be made without caution. (Author)

This study suggests that an integrated approach that uses behavior modification and relationship therapy is a useful procedure for young children who are disruptive in school. (Author)

An intervention program for the modification of classroom aggressive behavior is outlined. The primary components of this program are positive reinforcement, behavior rehearsal and modeling, and group activity procedures. (Author)

In this report, a token economy system was implemented for all 459 students in a K-6 elementary school. Managing an intervention program at the system level required comprehensive procedures for staff training and program modification. The results showed a major decrease in classroom disruptions and a decrease in negative teacher interactions.…

The present study involved four classrooms that were experimenting with the open-classroom system. Although most children were making adequate progress there were some children who consistently failed to engage in academic activities. For these youngsters, a behavior modification procedure that motivated them to partake in academic tasks was…