This study is a mixed method case study using a qualitative and quantitative study structure. The intent of this study was to measure the impact of neuroscience or brain based social-emotional (SEL) skills and strategies on students who have been identified with disruptive behavior and/or trauma. The impact is evaluated through the Collaborative…

This study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of…

The purpose of this study was to investigate via a trauma-lens the types of behavioral responses recorded in the IEPs of ED children. The theoretical orientation for the study was based heavily on the framework for school-based psychological evaluations identified by Tishelman, Haney, O'Brien and Blaustein (2010). Using the retrospective record…

Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were…

Social psychological interventions in schools have gained popularity in education research for their ability to often dramatically increase student academic performance through simple exercises. Many of these interventions are designed to address stereotype threat, which is defined as "being at risk of confirming, as self-characteristic, a…

Evaluated strategies for enhancing treatment maintenance: behavior problem solving and faded counselor contact. Volunteer college students concerned about academic underachievement participated. Results indicated training in problem solving was effective treatment maintenance strategy, while brief fading procedure was not. Treatment effects may…

Forty impulsive fifth and sixth graders participated in a project to help them become more reflective problem solvers. The study hypothesized that training Ss' parents and teachers in D. Meichenbaum's verbal self-regulation procedures would be more effective than training only children in such procedures. (Author)

A study was conducted to determine the effects of electromyographic (EMG) feedback/relaxation training on the achievement, cognitive and motor test results, and observed behavior change of learning disabled, mentally retarded, control, and nondiagnosed children manifesting learning problems (all elementary age). Treatment consisted of 10-minute…

The results suggest that cognitive training specifically designed to promote generalization to classroom tasks can improve the classroom behavior and academic achievement of hyperactive children. (Author)

Examples of three behaviorally disordered students are used to describe the level system (in which the student moves from level 1, with much external control, to level 6, which is self management) at the Greene County Learning Center (Xenia, OH). The six guidelines for the center are outlined and the components of the level system are listed as…

The concept and training procedures of a university-based, student-operated program designed to help other students in the area of academic effectiveness is described in this training manual. The manual offers the guidelines for training peer counselors in the techniques of individual academic counseling, group leadership skills in a co-leadership…

The present report covers five studies conducted on the development of impulse control and its role in the academic achievement of lower socioeconomic status (SES) children. The studies were performed on nursery school children and first graders. Results suggested that there are several different types of impulsivity, and that only one of these is…

The purposes of this study were to: (1) produce self-control of academic behavior in a ninth-grade typing and an eleventh grade accounting class by providing continuous self-generated feedback through various devices; (2) to assess the relative merits of each device; and (3) to study those factors accounting for behavior change under…

Disruptive children in an after-school remedial reading class were taught to match teachers' evaluations of their behavior in the context of a token reinforcement program. (Editor)

Describes one elementary school's school-wide effort to design and implement strategies for school improvement in discipline, community relations, and academic performance. Children are taught a simple three-step method for dealing with conflict. Referrals to the timeout room and discipline referrals for serious behavior infractions have been…