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The Effect of Varying Rates of Opportunities To Respond to Academic Requests on the Classroom Behavior of Students with EBD.
Peer reviewed Peer reviewed
Sutherland, Kevin S.; Alder, Nora; Gunter, Philip L. – Journal of Emotional and Behavioral Disorders, 2003
This study examined effects of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of nine elementary school students with emotional and behavioral disorders (EBD). Results indicated the increased response opportunities resulted in increased correct responses and task engagement and decreased…
Descriptors: Behavior Change, Behavior Disorders, Elementary Education, Emotional Disturbances
Examination of the Relationship between Teacher Praise and Opportunities for Students with EBD To Respond to Academic Requests.
Peer reviewed Peer reviewed
Sutherland, Kevin S.; Wehby, Joseph H.; Yoder, Paul J. – Journal of Emotional and Behavioral Disorders, 2002
This study examined the relationship between opportunities to respond (OTR) to academic requests and teacher praise in 20 classrooms for students with emotional and/or behavior disorders using time-window sequential analysis. Results suggest that: (1) a summary-level relationship represented by a significant positive correlation and (2) a…
Descriptors: Behavior Disorders, Elementary Education, Emotional Disturbances, Positive Reinforcement
Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD.
Peer reviewed Peer reviewed
Sutherland, Kevin S.; Wehby, Joseph H.; Copeland, Susan R. – Journal of Emotional and Behavioral Disorders, 2000
A study examined the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of nine elementary students with emotional and behavioral disorders and the effect of increased rates of behavior-specific praise on students' on-task behavior, which increased when behavior-specific praise increased and…
Descriptors: Behavior Change, Behavior Disorders, Classroom Communication, Elementary Education
Stress, Biases, or Professionalism: What Drives Teachers' Referral Judgments of Students with Challenging Behaviors?
Peer reviewed Peer reviewed
Abidin, Richard R.; Robinson, Lina L. – Journal of Emotional and Behavioral Disorders, 2002
This study explored relative contributions of variables underlying 30 elementary teachers' referral judgments. Best predictors of referral were teachers' judgments about presence of behavioral problems and students' academic competence, while demography, off-task behavior, and teachers' stress failed to contribute significantly. (Contains…
Descriptors: Behavior Problems, Demography, Disability Identification, Educational Diagnosis
Improving the Effectiveness of Behavioral Classroom Interventions for Attention-Deficit/Hyperactivity Disorder: A Case Study.
Peer reviewed Peer reviewed
Fabiano, Gregory A.; Pelham, William E., Jr. – Journal of Emotional and Behavioral Disorders, 2003
This case study reports how modifications to an existing behavior management plan improved the behavioral intervention of a third-grade boy diagnosed with attention-deficit/hyperactivity disorder. A multiple baseline design across setting was used to demonstrate the effectiveness of the modified intervention. Teachers overwhelmingly accepted the…
Descriptors: Attention Deficit Disorders, Behavior Modification, Case Studies, Classroom Techniques