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Peer reviewed
Direct linkYanchen Zhang – School Psychology, 2024
The prevalence of externalizing behaviors imposes a far-reaching negative impact on students' social, behavioral, and academic outcomes, which constitute a public health issue in low-resource and populous developing countries (e.g., China). Compared to the "one-size-fits-all" approach (OSFA; forcing a single evidence-based intervention…
Descriptors: Foreign Countries, Behavior Problems, Intervention, Evidence Based Practice
Floress, Margaret T.; Riedesel, Emma K.; Brito, Caridad F.; White, Jessica D. – School Psychology, 2022
This exploratory study expands the literature on teachers' natural use of praise and reprimand, in terms of how teachers deliver praise and reprimand. Sixty-six middle and high school teachers' delivery of praise and reprimand to individual, small groups, and large groups during a 20-min observation were examined. Teachers delivered significantly…
Descriptors: Middle School Teachers, High School Teachers, Positive Reinforcement, Discipline
Wright, Shelby; Skinner, Christopher H.; Crewdson, Margaret; Moore, Tara; McCurdy, Merilee; Coleman, Mari Beth; Rocconi, Louis M. – School Psychology, 2022
The present study was designed to extend research on supplementing social skills training (SST) with a Tootling intervention to enhance student performance of social skills in authentic social contexts. The Tootling intervention included an interdependent group contingency with randomly selected criteria, which involved the after-school class…
Descriptors: Intervention, Behavior Modification, At Risk Students, Elementary School Students
Fallon, Lindsay M.; Marcotte, Amanda M.; Hamsho, Narmene F.; Robinson-Link, Patrick; Ferron, John M. – School Psychology, 2021
Results from research indicate writing is a critical skill linked to several academic outcomes. To promote improvements in writing quantity and quality, intervention might target increasing students' academic engagement during time designated to practice writing. The purpose of this study was to implement an evidence-based classwide behavioral…
Descriptors: Student Behavior, Behavior Modification, Educational Games, Writing Instruction
McIntosh, Kent; Girvan, Erik J.; Fairbanks Falcon, Sarah; McDaniel, Sara C.; Smolkowski, Keith; Bastable, Eoin; Santiago-Rosario, María Reina; Izzard, Sara; Austin, Sean C.; Nese, Rhonda N. T.; Baldy, Tabathia S. – School Psychology, 2021
We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in…
Descriptors: Positive Behavior Supports, Behavior Problems, Behavior Modification, Racial Bias
Schatz, Nicole K.; Fabiano, Gregory A.; Raiker, Joseph S.; Hayes, Timothy B.; Pelham, William E. – School Psychology, 2021
In an effort to understand teachers' perceptions of best practices for treatment of students with attention-deficit/hyperactivity disorder (ADHD) and how those may have shifted over the past 20 years, general education elementary school teachers completed surveys regarding their opinions of evidence-based interventions in the classroom. Two…
Descriptors: Teacher Attitudes, Beliefs, Elementary School Teachers, Best Practices
DeRish, Rachel M.; Kratochwill, Thomas R.; Garbacz, S. Andrew – School Psychology, 2020
The purpose of this study was to explore the efficacy and acceptability of problem-solving consultation for homeschooling families with children who exhibited externalizing behavior problems. Three families participated, with multiple siblings participating from each family. Six children were male and 1 child was female. Children's ages ranged…
Descriptors: Home Schooling, Problem Solving, Behavior Problems, Consultation Programs
Lekwa, Adam J.; Reddy, Linda A.; Shernoff, Elisa S. – School Psychology, 2019
We examined the convergent validity of observer ratings of teachers' use of evidence-based instructional and behavior management practices using the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014) with student academic engagement as measured by the Cooperative Learning Observational Code for Kids (CLOCK; Volpe & DiPerna,…
Descriptors: Teaching Methods, Student Participation, Evidence Based Practice, Behavior Modification
DeLuca-Acconi, Robin; Bessaha, Melissa; Velázquez, Suzanne L.; Mendoza, Mario R. – School Psychology, 2022
Communities of color have been disproportionately impacted by the coronavirus disease (COVID-19) pandemic, exposing the influence of decades of policies that have under-resourced and marginalized these communities. The history of segregation and inadequate funding in education has been exacerbated by the pandemic, compounding the educational…
Descriptors: Undocumented Immigrants, Minority Group Students, Public Policy, Equal Education
McGovern, Colleen Marie; Arcoleo, Kimberly; Melnyk, Bernadette – School Psychology, 2019
Asthma is the most common childhood chronic condition and a major contributor to school absences and lost instructional time. Children with asthma have a higher risk of internalizing disorders, such as anxiety and depression, which can further complicate asthma management. The purpose of this pilot study was to assess the feasibility,…
Descriptors: Diseases, Behavior Modification, Cognitive Restructuring, Anxiety
Houri, Alaa K.; Thayer, Andrew J.; Cook, Clayton R. – School Psychology, 2019
Parental behavioral and relational engagement in school include components of trust, communication, and respect that are positively predictive of student academic success. Parents who report high levels of trust with their child's teacher are more likely to be involved in school and related programs and events. Direct teacher-parent communication…
Descriptors: Trust (Psychology), Family School Relationship, Intervention, Feedback (Response)
Sheridan, Susan M.; Witte, Amanda L.; Wheeler, Lorey A.; Eastberg, Samantha R. A.; Dizona, Paul J.; Gormley, Matthew J. – School Psychology, 2019
Challenging behavior problems are common in early childhood and, if left untreated, may escalate into more severe and intractable problems in adolescence and early adulthood. This trajectory is of particular importance in rural schools, where disruptive behaviors are more prominent than in urban and suburban schools. Conjoint behavioral…
Descriptors: Behavior Problems, Rural Schools, Behavior Modification, Consultation Programs
Zakszeski, Brittany; Rutherford, Laura; Heidelburg, Kamontá; Thomas, Lisa – School Psychology, 2021
School-wide positive behavioral interventions and supports (SWPBIS) frameworks have been suggested as a promising approach to reducing disproportionality in school discipline practices; however, few studies have tested this potential, and findings have been mixed. In our sample of 27 urban schools and approximately 15,000 students, risk difference…
Descriptors: Positive Behavior Supports, Behavior Modification, Student Behavior, Urban Schools
