Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 9 |
Descriptor
Source
| Education and Treatment of… | 2 |
| American Association on… | 1 |
| Canadian Journal of… | 1 |
| ERS Spectrum | 1 |
| Grantee Submission | 1 |
| International Journal of… | 1 |
| Intervention in School and… | 1 |
| Professional School Counseling | 1 |
Author
Publication Type
| Journal Articles | 7 |
| Reports - Research | 5 |
| Reports - Descriptive | 2 |
| Books | 1 |
| Guides - Non-Classroom | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
| Practitioners | 2 |
| Parents | 1 |
| Students | 1 |
| Teachers | 1 |
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full text
Direct linkFronapfel, Brighid; Dunlap, Glen; Flagtvedt, Kristen; Strain, Phillip; Lee, Janice – Education and Treatment of Children, 2018
This article describes Prevent-Teach-Reinforce for Young Children (PTR-YC), a model based on extensive research that is designed for feasibility and effectiveness for treating challenging behaviors in classroom settings. This model is designed to meet the needs of children with and without disabilities who engage in challenging behavior that…
Descriptors: Program Implementation, Early Childhood Education, Case Studies, Program Descriptions
McIntosh, Kent; Lucyshyn, Joseph M.; Strickland-Cohen, M. Kathleen; Horner, Robert H. – Grantee Submission, 2015
Effective behavior support is achieved through designing supportive environments. However, it is common to overlook the context of implementation when designing support for individuals. This lack of attention to the broader context (e.g., behavior of peers, school resources, capacity of family members to use recommended strategies) may lead to…
Descriptors: Student Behavior, Program Implementation, Program Effectiveness, Adjustment (to Environment)
Anderson, Cynthia M.; Horner, Robert H.; Rodriguez, Billie Jo; Stiller, Brianna – International Journal of School & Educational Psychology, 2013
Supporting the full range of students with behavioral challenges requires that schools build the capacity to implement evidence-based behavioral interventions. Fortunately, a substantive body of research documents behavioral interventions are available to both decrease problem behavior and enhance prosocial skills. To date, however, this…
Descriptors: Behavior Problems, Student Behavior, Intervention, Behavior Modification
Cressey, James M.; Whitcomb, Sara A.; McGilvray-Rivet, Susan J.; Morrison, Rebecca J.; Shander-Reynolds, Katherine J. – Professional School Counseling, 2015
This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS…
Descriptors: Case Studies, Program Descriptions, School Counselors, Program Implementation
Whitford, Denise K.; Liaupsin, Carl J.; Umbreit, John; Ferro, Jolenea B. – Education and Treatment of Children, 2013
A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the…
Descriptors: Functional Behavioral Assessment, Learning Disabilities, Attention Deficit Hyperactivity Disorder, High School Students
Scott, Terrance M.; Alter, Peter J.; McQuillan, Kathleen – Intervention in School and Clinic, 2010
Functional behavior assessment (FBA), although mandated by federal law in situations involving students with emotional and behavioral disorders, is not well defined in the literature in terms of how it should best be undertaken in widespread practice in schools. Functional behavior assessment can be defined as a process for determining the reason…
Descriptors: Behavior Disorders, Functional Behavioral Assessment, Classroom Environment, Classroom Techniques
Reimer, Kristin – Canadian Journal of Educational Administration and Policy, 2011
This qualitative case study explores the implementation of restorative justice within one Ontario Public School. Restorative justice is a philosophy and a process for dealing with harmful behaviour, viewing such behaviour as a violation of relationships, not rules. My research seeks to present how restorative justice has been implemented in one…
Descriptors: Public Schools, Foreign Countries, Program Implementation, Case Studies
Peer reviewedTyre, Ashli; Feuerborn, Laura; Lilly, Kristen – ERS Spectrum, 2010
While there is a wide body of research to support the effectiveness of schoolwide positive behavior support (PBS), there are significant challenges to facilitating sustainable implementation. The present study begins to address these challenges by exploring PBS implementation in a diverse, regionally isolated elementary school that previously…
Descriptors: Positive Reinforcement, Resource Allocation, Program Implementation, Educational Planning
Bambara, Linda M.; Knoster, Timothy P. – American Association on Intellectual and Developmental Disabilities, 2009
This book is a step-by-step, concise, and easy-to-read reference for school teams, providers, students, and parents to understand, design, and evaluate positive behavior support (PBS) plans for students with developmental disabilities. It provides a clear conceptual framework on PBS to think critically about how to approach a student's problem…
Descriptors: Behavior Problems, Quality of Life, Developmental Disabilities, Functional Behavioral Assessment
