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Peer reviewed
Direct linkTeba Hamodat; Helen Flanagan; Dorothy Chitty; Isabel M. Smith – Focus on Autism and Other Developmental Disabilities, 2024
The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children's first week of treatment. We explored whether parents of older preschoolers with limited verbal ability…
Descriptors: Foreign Countries, Early Intervention, Preschool Children, Autism Spectrum Disorders
Nelen, Monique J. M.; Scholte, Ron H. J.; Blonk, Anita M.; van der Veld, William M.; Nelen, Wendy B. L.; Denessen, Eddie – Psychology in the Schools, 2021
In 2009, School-Wide Positive Behavioral Interventions and Supports (SWPBIS) was introduced in the Netherlands to support schools in creating safe learning environments. In this longitudinal study, we explored effects of SWPBIS on student outcomes in the Netherlands. Fidelity of implementation of SWPBIS has been associated with improved student…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Foreign Countries
Soares, David; Woods, Kevin – Pastoral Care in Education, 2022
The general issue of children's mental health has become a growing concern in the UK in recent decades. There has been a specific concern about the increased stringency and pressure of formal educational assessments with some students reported as, experiencing high levels of test anxiety. This paper investigated a school-based test anxiety…
Descriptors: Foreign Countries, Test Anxiety, Intervention, School Activities
Karhu, A.; Paananen, M.; Närhi, V.; Savolainen, H. – European Journal of Special Needs Education, 2021
Check in-check out (CICO) is a widely used and studied behavioural intervention. Although CICO is an effective way to support pupils' behaviour in a school context, not all pupils benefit from basic CICO. A single-case experimental study was designed to evaluate the effects of CICO Plus support (CICO Plus) for participants whose behaviour was…
Descriptors: Intervention, Behavior Modification, Student Behavior, Behavior Problems
Monique J. M. Nelen; Anita Blonk; Ron H. J. Scholte; Eddie Denessen – Journal of Positive Behavior Interventions, 2020
School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a…
Descriptors: Foreign Countries, Positive Behavior Supports, Behavior Modification, Student Behavior
Download full textHumphrey, Neil; Hennessey, Alexandra; Ashworth, Emma; Frearson, Kirsty; Black, Louise; Petersen, Kim; Wo, Lawrence; Panayiotou, Margarita; Lendrum, Ann; Wigelsworth, Michael; Birchinall, Liz; Squires, Garry; Pampaka, Maria – Education Endowment Foundation, 2018
The Good Behaviour Game (GBG) is a universal behaviour management intervention that aims to to improve pupil behaviour with the following core elements: classroom rules, team membership, monitoring of behaviour, and positive reinforcement (rewards). While it is primarily used with children in primary schools, it can also be implemented in early…
Descriptors: Student Behavior, Behavior Modification, Intervention, Games
Alexandra Hennessey – Education Endowment Foundation, 2017
The Good Behaviour Game (GBG) is one of the most popular behaviour management systems for primary-aged children. It has an extensive evidence base supporting its use. The GBG itself can be described as an "interdependent group-oriented contingency management procedure." A major efficacy trial of the GBG in England was conducted that…
Descriptors: Student Behavior, Classroom Techniques, Educational Games, Elementary School Students
Reaven, Judy; Blakeley-Smith, Audrey; Beattie, Tricia L.; Sullivan, April; Moody, Eric J.; Stern, Jessica A; Hepburn, Susan L.; Smith, Isabel M. – Autism: The International Journal of Research and Practice, 2015
Anxiety disorders frequently co-occur in youth with autism spectrum disorders. In addition to developing efficacious treatments for anxiety in children with autism spectrum disorders, it is important to examine the transportability of these treatments to real-world settings. Study aims were to (a) train clinicians to deliver Facing Your Fears:…
Descriptors: Behavior Modification, Cognitive Restructuring, Anxiety, Autism
Odluyurt, Serhat; Tekin-Iftar, Elif; Adalioglu, Iclal – Topics in Early Childhood Special Education, 2012
The purpose of this study was to compare the effects of simultaneous prompting instruction with high and low treatment integrity on the learning of children with developmental disabilities. Low treatment integrity was defined as not delivering a controlling prompt during 30% of the teaching trials. Three preschool children with autism and…
Descriptors: Instructional Effectiveness, Autism, Developmental Disabilities, Mental Retardation
Mack Shelley Ed.; Mevlut Unal Ed.; Sabri Turgut Ed. – International Society for Technology, Education, and Science, 2023
The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in…
Descriptors: Television, Race, Anxiety, Athletics
Staniford, Leanne J.; Breckon, Jeff D.; Copeland, Robert J. – Journal of Child and Family Studies, 2012
Childhood obesity trends have increased dramatically over the past three decade's. The purpose of this quantitative systematic review is to provide an update of the evidence, illustrating the efficacy of childhood obesity treatment, considering whether treatment fidelity has been measured and/or reported and whether this related to the treatment…
Descriptors: Obesity, Children, Adolescents, Foreign Countries
Barron, Ian G.; Abdallah, Ghassan; Smith, Patrick – Journal of Loss and Trauma, 2013
The current study aimed to assess the Teaching Recovery Techniques (TRT) trauma recovery program within the context of ongoing violence. Utilizing a randomized controlled trial, 11-14-year-old students in Nablus, Palestine, were allocated by class to intervention or wait-list control conditions. Standardized measures assessed trauma exposure,…
Descriptors: Foreign Countries, Trauma, Violence, Preadolescents
