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Marissa L. Del Vecchio; Kimberly Crosland; Asha Fuller – Journal of Positive Behavior Interventions, 2025
The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students…
Descriptors: Self Management, Technology Uses in Education, Elementary School Students, Emotional Disturbances
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Markelz, 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
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Peyton A. Johnstone; Paul Caldarella; Christian V. Sabey; Howard P. Wills – Journal of Positive Behavior Interventions, 2025
Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…
Descriptors: Student Behavior, Self Contained Classrooms, Students with Disabilities, Emotional Disturbances
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Ezequiel Molina; Emma Carter; Diego Luna Bazaldua; Adelle Pushparatnam; Nidhi Singal – Compare: A Journal of Comparative and International Education, 2025
While consensus exists on the importance of inclusive education, there is limited evidence on the use and quality of inclusive teaching practices and the extent to which these are related to effective teaching more generally. This article uses the Universal Design for Learning Framework and Teach observation tool to examine use of inclusive…
Descriptors: Inclusion, Educational Practices, Cross Cultural Studies, Educational Quality
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Bouck, Emily C.; Long, Holly – Exceptionality, 2022
Mathematical fluency supports maintenance of mathematical skills (Shurr et al., 2019). Multiple interventions support fluency, including the use of games. However, limited research exists exploring games as a means of increasing student fluency in mathematics. In this single case design study, researchers examined the relation between four…
Descriptors: Mathematics Instruction, Mathematics Skills, Game Based Learning, Elementary School Students
Rosemary Ketchum Walsh – ProQuest LLC, 2024
Students with Attention Deficit Hyperactivity Disorder (ADHD) have difficulty maintaining their focus during class lessons and often require reminder prompts from an adult including a teacher or instructional assistant. This study used goal setting paired with a technology-based application and Smartwatch to explore increases in elementary student…
Descriptors: Attention Control, Attention Deficit Hyperactivity Disorder, Goal Orientation, Technology Uses in Education
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Bearchell, Sarah – Primary Science, 2019
Sarah Bearchell is a science presenter and writer working with children and families. She aims to engage her audiences through careful tailoring of activities. She works in mainstream primaries and special educational needs and disabilities (SEND) schools, with visits to science festivals becoming more frequent. Many of the schools she visits and…
Descriptors: Science Instruction, Science Activities, Time on Task, Science Teachers