Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and…

This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated…

Studies that distinguish parental monitoring (parent-driven behaviors) from parental knowledge often fail to find protective effects of monitoring on adolescent behavior problems. To answer whether parental monitoring is more strongly associated with adolescent behavior problems among adolescents who may need it most, this study applied…

Various social changes have influenced family and school, these two important institutions, reducing in this way the efficacy of the strategies implemented by teachers in achieving a successful management of the classroom. This is the reason why conducting research on "individual's behavior" is being paid more attention recently, as a…

This article provides an overview of single-case research design and how it can be used in concert with Improvement Science. Hypothetical examples of using single-case design to inform improvement efforts are provided, as is a discussion of connections between this methodology and Improvement Science. Resources for further study are also provided.

The urban classroom environment presents unique challenges related to student behavior and classroom management. This dissertation investigates the effectiveness of Positive Behavioral Interventions and Supports (PBIS) as a proactive approach to addressing these challenges. The study examines the impact of PBIS implementation in urban schools,…

In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups' reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively…

Cyber delinquency in adolescence is a particular area of concern for psychologists owing to its association with several mental health issues and its potential link with offline delinquency. This longitudinal study examined the stability of changes and directions of influence in adolescents' cyber delinquency, aggression, and offline delinquency…

In 2023, teachers continued to experience reverberations from the COVID-19 pandemic. The closure of schools across the United States required the adaptation of classrooms and a dynamic shift in the practices of teachers. As the pandemic subsided, this project sought to understand the ways that instructional practice, interactions with students and…

The purpose of this study was to reveal the effects of the disruption to face-to-face education during the pandemic on the classroom environment upon return to the classroom. The participants of this case study were 16 teachers working in Turkey. The data were collected through semi-structured interviews and their contents were analysed. The study…

The present study examined the effects of tootling, a peer-mediated positive behavior intervention, on students' classwide disruptive and academically engaged behavior in three general education high school classrooms. A withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and…

Nail-biting is one of the most common behavioral problems in children. This study aimed to examine factors affecting nail-biting among adolescents and the effects of psychological state and social support on nail-biting. This cross-sectional study was conducted between January and May of 2014 in seven schools in Istanbul (N = 724). Data were…

In two studies, the systematic approach to designing functional assessment-based interventions (FABIs) created by Umbreit, Ferro, Liaupsin, and Lane (2007) was used with high school students receiving special education services in self-contained classrooms reserved for students with persistent behavior problems. In Study 1, an AB design was used…

Despite conflicting reports on the state of disruptive behaviour in schools it continues to be a perennial one for all teachers. The purpose of this self-study, which utilises personal experience stories in the form of vignettes taken from my experience of teaching in various high schools in London England, is to illustrate how teaching…

This report summarizes changes in student discretionary discipline removals from AISD schools and changes in staff's climate survey results as well as student's climate survey results from 2011-2012 through 2015-2016, with a focus on when learning support centers (LSCs) were implemented in 2012-2013.