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Direct linkDrevon, Daniel D.; Hixson, Michael D.; Wyse, Robert D.; Rigney, Alexander M. – Psychology in the Schools, 2019
The purpose of this study was to conduct a descriptive and quantitative review of the literature examining the effectiveness of check-in check-out (CICO), a commonly used behavioral intervention in the context of a Positive Behavior Interventions and Supports framework. Studies that experimentally investigated the effectiveness of CICO or modified…
Descriptors: Positive Behavior Supports, Student Behavior, Intervention, Program Effectiveness
Wienen, Albert W.; Reijnders, Inge; van Aggelen, Marleen H.; Bos, Elske H.; Batstra, Laura; de Jonge, Peter – Psychology in the Schools, 2019
School-wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students' academic and behavioral outcomes by targeting the school's organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers'…
Descriptors: Positive Behavior Supports, Teacher Attitudes, Student Behavior, Teacher Student Relationship
Briesch DuBois, Jacquelyn M.; Briesch, Amy M.; Hoffman, Jessica A.; Struzziero, Joan; Toback, Robin – Psychology in the Schools, 2017
Self-management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade-off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self-management within…
Descriptors: Self Management, Intervention, Academic Achievement, Group Counseling
Klingbeil, David A.; Fischer, Aaron J.; Renshaw, Tyler L.; Bloomfield, Bradley S.; Polakoff, Ben; Willenbrink, Jessica B.; Copek, Rebecca A.; Chan, Kai Tai – Psychology in the Schools, 2017
The popularity of mindfulness-based interventions (MBIs) is growing rapidly in schools. Decisions regarding the use of these interventions must be based on empirical evidence. There is robust evidence for the use of MBIs with adults, but research on MBIs with youth is nascent. The purpose of this meta-analytic review was to add to the literature…
Descriptors: Metacognition, Intervention, Outcomes of Treatment, Behavior Problems
Hagermoser Sanetti, Lisa M.; Fallon, Lindsay M.; Collier-Meek, Melissa A. – Psychology in the Schools, 2013
When implementing behavioral interventions in educational settings, some implementers need support to maintain high levels of treatment integrity. Performance feedback has a large body of research supporting it as a strategy for improving teachers' implementation of classroom interventions. However, in most prior studies, performance feedback has…
Descriptors: Integrity, Feedback (Response), Intervention, Classroom Techniques
Cochrane, Wendy S.; Laux, John M. – Psychology in the Schools, 2008
A survey of individuals holding the Nationally Certified School Psychologist (NCSP) credential was conducted via the Internet to gather information regarding their measurement of treatment integrity in school-based interventions and their beliefs about its importance. A sample of 806 self-selected professionals holding the NCSP credential provided…
Descriptors: Surveys, School Psychologists, Attitudes, Certification
Roberts, Holly J.; Floress, Margaret T.; Ellis, Cynthia R. – Psychology in the Schools, 2009
The number of children taking psychotropic medications has dramatically increased in recent years. These children typically take medication during school hours, thereby making the school setting an optimal venue in which evaluate the effectiveness of medications. Given their training in data-based decision making, intervention, and assessment,…
Descriptors: School Psychologists, Pharmacology, School Psychology, Ethics
Peer reviewedClare, Susan K.; Jenson, William R.; Kehle, Thomas J.; Bray, Melissa A. – Psychology in the Schools, 2000
Investigates the effectiveness of self-modeling as a treatment to increase on-task behavior. Results indicate immediate, substantial, and durable changes in students' on-task behavior that generalizes across academic settings. At 6- and 8-week follow-up, the students' percentages of on-task behavior were essentially indistinguishable from their…
Descriptors: Behavior Change, Counseling Effectiveness, Intermediate Grades, Modeling (Psychology)
Peer reviewedKelshaw-Levering, Kimberly; Sterling-Turner, Heather E.; Henry, Jennifer R.; Skinner, Christopher H. – Psychology in the Schools, 2000
Examines the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 second-grade students. Study compares levels of disruptive behavior across baseline, an intervention phase with only randomized reinforcers, and an intervention phase with all components randomized. Results suggest that both…
Descriptors: Behavior Problems, Grade 2, Group Dynamics, Outcomes of Treatment
Lassen, Stephen R.; Steele, Michael M.; Sailor, Wayne – Psychology in the Schools, 2006
An emerging literature on school-wide Positive Behavior Support (PBS) in urban settings suggests the utility of PBS in addressing student social development while decreasing the need for disciplinary actions (i.e., office disciplinary referrals [ODRs]). This research represents a significant addition to, and expansion of, this literature by…
Descriptors: Student Problems, Urban Schools, Social Development, Academic Achievement
