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Direct linkMarkelz, Andrew M.; Riden, Benjamin S.; Morano, Stephanie; Hazelwood, Alicia L.; Taylor, April M. – Journal of Positive Behavior Interventions, 2023
Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and…
Descriptors: Positive Reinforcement, Student Behavior, Time on Task, Program Effectiveness
Kelsey A. Johnson; Paul Caldarella; Howard P. Wills; Blake D. Hansen; Erika J. Richards – Remedial and Special Education, 2025
Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The…
Descriptors: Special Education, Middle School Students, Middle School Teachers, Teacher Student Relationship
Emily Wiltsch; Andresa A. De Souza; Sarah Kern – Discover Education, 2025
The shift to online teaching during the COVID-19 pandemic forced schools to swiftly develop strategies for virtual settings to ensure students received effective instruction. Antecedent- and consequence-based interventions have been shown to be effective in classrooms; however, to our best knowledge, there have been no reports on the effects of…
Descriptors: Students with Disabilities, Virtual Classrooms, Developmental Disabilities, Electronic Learning
