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Collier-Meek, Melissa A.; Fallon, Lindsay M.; DeFouw, Emily R. – Assessment for Effective Intervention, 2020
Treatment fidelity assessment is critical to evaluating the extent to which interventions, such as the Good Behavior Game, are implemented as intended and impact student outcomes. The assessment methods by which treatment fidelity data are collected vary, with direct observation being the most popular and widely recommended. The current study…
Descriptors: Games, Behavior Modification, Program Implementation, Fidelity
Mark D. Samudre; R. Allan Allday; Megan Jones; Amy Fisher – Preventing School Failure, 2024
A pretest-posttest control group design with switching replications was used to examine the effectiveness of a one-time, 75-minute behavioral skills training (BST) package. Fifty pre-service elementary general educators enrolled in a classroom management course were shown a video depicting challenging behaviors and were asked to collect…
Descriptors: Preservice Teachers, Elementary School Teachers, Program Effectiveness, Skill Development
Gresham, Frank M.; Dart, Evan H.; Collins, Tai A. – School Psychology Review, 2017
The concept of treatment integrity is an essential component to databased decision making within a response-to-intervention model. Although treatment integrity is a topic receiving increased attention in the school-based intervention literature, relatively few studies have been conducted regarding the technical adequacy of treatment integrity…
Descriptors: Fidelity, Generalizability Theory, Observation, Measurement Techniques
Arnold-Berkovits, Ilona; Kurz, Alexander; Reddy, Linda A. – Educational Assessment, Evaluation and Accountability, 2019
The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott 2012), a teacher self-report log designed to measure students' opportunity to learn (OTL) the intended curriculum. MyiLOGS is compared to the Classroom Strategies Assessment System--Observer Form (CSAS-O;…
Descriptors: Educational Opportunities, Diaries, Elementary Secondary Education, Teachers
Sanetti, Lisa M. Hagermoser; Collier-Meek, Melissa A. – Journal of Behavioral Education, 2014
Although it is widely accepted that procedural fidelity data are important for making valid decisions about intervention effectiveness, there is little empirical guidance for researchers and practitioners regarding how to assess procedural fidelity. A first step in moving procedural fidelity assessment research forward is to develop a…
Descriptors: Fidelity, Evaluation Methods, Observation, Intervention
McCrimmon, Adam W.; Yule, Ashleigh E. – Canadian Journal of School Psychology, 2017
Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder whose incidence is rising. School-based professionals are in an ideal position to provide the much-needed assessment and intervention supports for students with ASD, as the professionals' placement within a formal system affords the opportunity to observe and support children…
Descriptors: Autism, Pervasive Developmental Disorders, Planning, Intervention
Crone, Regina M.; Mehta, Smita Shukla – Education and Treatment of Children, 2016
Setting variables such as location of parent training, programming with common stimuli, generalization of discrete responses to non-trained settings, and subsequent reduction in child problem behavior may influence the effectiveness of interventions. The purpose of this study was to evaluate the effectiveness of home-versus clinic-based training…
Descriptors: Parent Education, Behavior Modification, Behavior Problems, Intervention
Zane, Thomas; Carlson, Mark; Estep, David; Quinn, Mike – American Annals of the Deaf, 2013
A defining feature of autism spectrum disorders is atypical behaviors, e.g., stereotypy, noncompliance, rituals, and aggression. Deaf and hard of hearing individuals with autism present a greater challenge because of additional issues related to their hearing status. One conceptualization of problem behavior is that it serves a communication…
Descriptors: Functional Behavioral Assessment, Behavior Problems, Deafness, Hearing Impairments
Jepson, Bryan; Granpeesheh, Doreen; Tarbox, Jonathan; Olive, Melissa L.; Stott, Carol; Braud, Scott; Yoo, J. Helen; Wakefield, Andrew; Allen, Michael S. – Journal of Autism and Developmental Disorders, 2011
Hyperbaric oxygen therapy (HBOT) has been used to treat individuals with autism. However, few studies of its effectiveness have been completed. The current study examined the effects of 40 HBOT sessions at 24% oxygen at 1.3 ATA on 11 topographies of directly observed behavior. Five replications of multiple baselines were completed across a total…
Descriptors: Autism, Therapy, Outcomes of Treatment, Behavior Modification
Hupp, Stephen D. A.; Reitman, David; Everett, Gregory E.; Allen, Keith D.; Kelley, Mary Lou – Child & Family Behavior Therapy, 2011
This is the second study to investigate the clinical use of the Parent-Instruction Game with Youngsters (PIGGY) which is a structured observation system derived from the Dyadic Parent-Child Interaction Coding System II (DPICS-II; Eyberg, Bessmer, Newcomb, Edwards, & Robinson, 1994) and the Behavior Coding System (BCS; Forehand & McMahon, 1981). In…
Descriptors: Test Validity, Child Behavior, Parents, Parent Education
Groff, Rebecca A.; Piazza, Cathleen C.; Zeleny, Jason R.; Dempsey, Jack R. – Journal of Applied Behavior Analysis, 2011
We treated a child with intestinal failure who consumed solids on a spoon but not liquids from a cup. We used spoon-to-cup fading, which consisted of taping a spoon to a cup and then gradually moving the bowl of the spoon closer to the edge of the cup. Spoon-to-cup fading was effective for increasing consumption of liquids from a cup. (Contains 2…
Descriptors: Behavior Modification, Eating Habits, Disabilities, Human Body
Mychailyszyn, Matthew P.; Beidas, Rinad S.; Benjamin, Courtney L.; Edmunds, Julie M.; Podell, Jennifer L.; Cohen, Jeremy S.; Kendall, Philip C. – Psychology in the Schools, 2011
Anxiety disorders in youth are common and, if left untreated, can lead to a variety of negative sequelae. Randomized clinical trials have demonstrated that cognitive-behavioral therapy (CBT) is an efficacious treatment for anxiety disorders in youth with preliminary evidence showing that CBT can be successfully transported into schools. The…
Descriptors: Anxiety Disorders, Cognitive Restructuring, Anxiety, Evaluation Methods
Thomas-Stonell, Nancy; Oddson, Bruce; Robertson, Bernadette; Rosenbaum, Peter – Journal of Communication Disorders, 2009
Parents of 210 preschool children (age 2-5.7) and their clinicians were asked to describe their expectations for therapy and the changes they observed following treatment. Based on content analysis of the parents' and clinicians' responses, it was apparent that the comments aligned with the World Health Organization's (WHO) International…
Descriptors: Preschool Children, Content Analysis, Therapy, Outcomes of Treatment
Christ, Theodore J.; Riley-Tillman, T. Chris; Chafouleas, Sandra M. – Assessment for Effective Intervention, 2009
Direct Behavior Rating (DBR) is a method of social--emotional and behavior assessment that combines the immediacy of systematic direct observation and the efficiency of behavior rating scales. The purpose of this article is to discuss the defensibility and usability of DBR. This article provides a brief summary of (a) the past, present, and future…
Descriptors: Student Behavior, Behavior Rating Scales, Evaluation Methods, Observation
Martinez, Alfredo D. – ProQuest LLC, 2009
The purpose of this study was to explore the development of instructional management behaviors of pre-student teachers, who have received pre-service preparation through a course in classroom and behavior management and who receive supervision and mentoring specifically in regard to classroom and behavior management. Two junior level pre-student…
Descriptors: Video Technology, Student Teachers, Case Studies, Physical Education
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