Students with attention-deficit/hyperactivity disorder (ADHD) may engage in disruptive classroom behaviors. The Caught Being Good Game (CBGG) has been identified as an intervention for managing class-wide behaviors. The purpose of the current study was to evaluate the effect of the CBGG in increasing class-wide academically engaged behavior (AEB)…

This study examined the generalizability and dependability of observational estimates of middle and high school teachers' use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were collected across 67, 20-min observations that took place during class-wide instruction in general education…

Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies…

Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers' perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers' perceptions of…

Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children's (CEC) "Standards for Evidence-Based Practices in Special Education" to the body of research exploring the impact of…

Special education teachers' skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior…

The purpose of this study was to examine the impact of both functional behavior assessment-based interventions and targeted classroom interventions for reducing problem behaviors of children with emotional/behavioral disorders (EBD) in special education classrooms. Specifically, this study was interested in how interventions based on changes in…

One current area of dispute in the psychological literature is the inclusion of and proper meta-analytic data analysis procedures for single-subject designs. The current single-subject meta-analysis (N = 25) investigated the effect of time-out for the reduction of disruptive classroom behaviors in nondevelopmentally delayed children. Two separate…

The effects of an Assertive Discipline program on reducing out-of-seat and inappropriate talking among third-grade students were investigated. Results indicated a functional relationship between the program and the dependent measures. Social validation was provided by informal measures of teacher behavior and interviews with the principal,…

A survey of 158 educators found that respondents tended to consider interventions that use physical pain or discomfort or social humiliation to be very aversive and tended to favor restricting the use of these interventions. Respondents viewed many other decelerative interventions as relatively mild aversives that they should be able to use.…

Inservice education has the potential to provide teachers with knowledge and skills that are necessary to manage challenging classroom behavior and improve academic and social/emotional outcomes. To assess the effectiveness of 3 inservice programs that focused on knowledge, understanding, and/or functional-assessment interventions, we identified…

This research review finds that academic activities and instructional interactions are potential sources of aversive stimuli that may increase undesirable escape and avoidance behavior in students with emotional disturbances. By reducing the availability of aversive stimuli in the instructional process, the development of more powerful and…

This paper suggests that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems may more likely be used as setting events to enhance the effects of teacher coercion rather than as potential setting events to enhance positive reciprocal interactions.…

Five elementary students with severe emotional disturbance participated in a comprehensive functional assessment process designed to yield a useful understanding of their desirable and undesirable behaviors. Individualized hypotheses were developed regarding relationships between classroom events and the occurrence of target behaviors, and…

The authors review and discuss the applied behavior analysis procedures that have been found to be effective in controlling severe forms of maladaptive behavior and outline several considerations that may influence the success with which severe forms of maladaptive behavior are controlled in a classroom setting. (SBH)