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Direct linkStremel, J. Meredith; Hawkins, Renee O.; Collins, Tai A.; Nabors, Laura – Psychology in the Schools, 2022
An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a…
Descriptors: Behavior Problems, Student Behavior, Intervention, Behavior Modification
Promoting Teachers' Implementation of Culturally and Contextually Relevant Class-Wide Behavior Plans
Fallon, Lindsay M.; Cathcart, Sadie C.; DeFouw, Emily R.; O'Keeffe, Breda V.; Sugai, George – Psychology in the Schools, 2018
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context.…
Descriptors: Culturally Relevant Education, Student Behavior, Behavior Modification, Teachers
Collins, Tai A.; Cook, Clayton R.; Dart, Evan H.; Socie, Diana G.; Renshaw, Tyler L.; Long, Anna C. – Psychology in the Schools, 2016
Off-task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing…
Descriptors: High School Students, Learner Engagement, Student Behavior, Behavior Problems
Cook, Clayton R.; Collins, Tai; Dart, Evan; Vance, Michael J.; McIntosh, Kent; Grady, Erin A.; DeCano, Policarpio – Psychology in the Schools, 2014
The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape-motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for…
Descriptors: Intervention, Behavior Modification, Behavior Problems, Student Motivation
Dart, Evan H.; Radley, Keith C.; Battaglia, Allison A.; Dadakhodjaeva, Komila; Bates, Kayla E.; Wright, Sarah J. – Psychology in the Schools, 2016
The present study investigated the effectiveness of a novel class-wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh- and eighth-grade classrooms.…
Descriptors: Intervention, Learner Engagement, Middle School Students, Group Dynamics
Sanetti, Lisa M. Hagermoser; Collier-Meek, Melissa A.; Long, Anna C. J.; Kim, Jisun; Kratochwill, Thomas R. – Psychology in the Schools, 2014
Evidence-based practices within a response-to-intervention framework must be implemented with adequate treatment integrity to promote student outcomes. However, research findings indicate educators struggle to implement interventions and logistical considerations may limit the utility of performance feedback, an evidence-based treatment integrity…
Descriptors: Response to Intervention, Program Implementation, Evidence, Fidelity
Briesch, Amy M.; Daniels, Brian – Psychology in the Schools, 2013
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…
Descriptors: Feasibility Studies, Intervention, African American Students, Self Management
