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Peer reviewed
Direct linkNelson, Catherine; Hyte, Holly A.; Greenfield, Robin – American Annals of the Deaf, 2015
Self regulation has been identified as essential to school success. However, for a variety of reasons, its development may be compromised in children and youth who are deafblind. A single-case multiple baseline study of a child who was deafblind examined the effects of three groups of evidence-based interventions on variables thought to be…
Descriptors: Self Control, Deaf Blind, Case Studies, Intervention
Donaldson, Jeanne M.; Wiskow, Katie M.; Soto, Paul L. – Journal of Applied Behavior Analysis, 2015
The Good Behavior Game (GBG) has been demonstrated to reduce disruptive student behavior during implementation. The effects of playing the GBG on disruption immediately before and after the GBG are unknown. The current study evaluated the effects of the GBG on disruption in 5 kindergarten classes immediately before, during, and after GBG…
Descriptors: Student Behavior, Behavior Problems, Functional Behavioral Assessment, Behavior Change
Download full textInteragency Autism Coordinating Committee, 2020
Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field. The "2020 Summary of Advances in Autism Research" provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles…
Descriptors: Autism Spectrum Disorders, Research, Research Methodology, Scientific Research
Gilpin, Ansley; Mennen, Ferol; Pakulak, Eric; Sommer, Teresa Eckrich; Dwyer, Kathleen M.; Cannon, Erin; Bell, Theodore; Boxmeyer, Caroline; Chase-Lansdale, P. Lindsay; Chor, Elise; DeCaro, Jason; Dela Cruz, Kenn Lacsamana; Giuliano, Ryan; Gomsrud, Melissa; Karns, Christina; Klein, Scott; Lochman, John; Longoria, Zayra; Molina, Abigail Palmer; Monro, William; Neville, Helen; O'Neil, Lauren; Reynolds, Mary Margaret; Sabol, Terri J.; Sclafani, Marisa; Tighe, Lauren A. – Administration for Children & Families, 2020
This brief introduces four research projects testing promising interventions funded under the Head Start University Partnerships (HSUP): Dual-Generation Approaches1 grant program. Two-generation approaches are typically designed to address problems associated with poverty by combining child-focused services with adult-focused services. Head Start…
Descriptors: Disadvantaged Youth, Preschool Education, Early Intervention, Childhood Needs
Sladeczek, Ingrid E.; Fontil, Laura; Miodrag, Nancy; Karagiannakis, Anastasia; Amar, Daniel; Amos, Janet – Exceptionality Education International, 2017
This study compares two service delivery models (community-based and centre-based), examining them in light of children's adaptive and maladaptive behaviours, and parental perceptions of stress and of care. More specifically, parents of 96 children with developmental delays assessed their children's adaptive and maladaptive behaviours and rated…
Descriptors: Foreign Countries, Developmental Delays, Behavior Problems, Parent Attitudes
Bruhn, Allison Leigh; Woods-Groves, Suzanne; Fernando, Josephine; Choi, Taehoon; Troughton, Leonard – Behavioral Disorders, 2017
Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as…
Descriptors: Behavior Problems, Positive Behavior Supports, Intervention, Prevention
Verschuur, Rianne; Huskens, Bibi; Verhoeven, Ludo; Didden, Robert – Journal of Autism and Developmental Disorders, 2017
Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created…
Descriptors: Autism, Pervasive Developmental Disorders, Questioning Techniques, Program Effectiveness
Tomaszewski, B. – National Professional Development Center on Autism Spectrum Disorders, 2017
This evidence-based practice overview on Response Interruption/Redirection (RIR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "RIR Evidence-base"…
Descriptors: Evidence Based Practice, Intervention, Autism, Pervasive Developmental Disorders
Montgomery, Brooke E. E.; Jones, Amy; Sanders, Sharon E.; McGraw, Angela; Williams, Barbara; Stewart, Katherine E.; Ounpraseuth, Songthip – American Journal of Sexuality Education, 2018
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, & Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that…
Descriptors: Pilot Projects, Sex Education, Health Education, Intervention
Boyd, R. Justin; Anderson, Cynthia M. – Journal of Behavioral Education, 2013
Multi-tiered systems of social behavioral support in schools provide varying levels of intervention matched to student need. Tier I (primary or universal) systems are for all students and are designed to promote pro-social behavior. Tier III (tertiary or intensive) supports are for students who engage in serious challenging behavior that has not…
Descriptors: Behavior Modification, Social Behavior, Intervention, At Risk Students
Chiu, Angela W.; Langer, David A.; McLeod, Bryce D.; Har, Kim; Drahota, Amy; Galla, Brian M.; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Wood, Jeffrey J. – School Psychology Quarterly, 2013
Most randomized controlled trials of cognitive-behavioral therapy (CBT) for children with anxiety disorders have evaluated treatment efficacy using recruited samples treated in research settings. Clinical trials in school settings are needed to determine if CBT can be effective when delivered in real world settings. This study evaluated a modular…
Descriptors: Elementary School Students, Cognitive Restructuring, Behavior Modification, Intervention
Bujarski, Spencer; O'Malley, Stephanie S.; Lunny, Katy; Ray, Lara A. – Journal of Consulting and Clinical Psychology, 2013
Objective: It is well known to clinicians and researchers in the field of alcoholism that patients vary with respect to drinking goal. The objective in this study was to elucidate the contribution of drinking goal to treatment outcome in the context of specific behavioral and pharmacological interventions. Method: Participants were 1,226…
Descriptors: Intervention, Alcoholism, Drinking, Patients
Hill, Juanita Mathis – ProQuest LLC, 2013
Many teachers have expressed their concern about continuous classroom disruption. Time taken to correct undesired behaviors is reducing the number of instructional minutes in the classroom on a daily basis. Instead of relying solely on classroom rules, the teacher who wishes to implement Positive Behavior Intervention and Supports should use and…
Descriptors: Behavior Modification, Positive Reinforcement, Intervention, Classroom Techniques
Christine Vinci – ProQuest LLC, 2013
Problematic college student drinking can predict the subsequent development of severe alcohol use patterns. Several theories have proposed that negative affect (NA) plays a large role in the maintenance of substance use behaviors -- a phenomenon supported in laboratory-based and clinical studies. It has been demonstrated that mindfulness…
Descriptors: Drinking, Alcohol Abuse, College Students, Affective Behavior
Parker, Janise; Zaboski, Brian; Joyce-Beaulieu, Diana – Contemporary School Psychology, 2016
This case demonstrates the efficacy of utilizing an intensive, multi-faceted behavioral intervention paradigm. A comprehensive, integrative, school-based service model was applied to address attention deficit hyperactivity disorder symptomology, oppositional behaviors, and explosive anger at the secondary level. The case reviews a multi-modal…
Descriptors: Case Studies, Attention Deficit Hyperactivity Disorder, Adolescents, Adolescent Attitudes
