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Direct linkMaggin, Daniel M.; Pustejovsky, James E.; Johnson, Austin H. – Remedial and Special Education, 2017
Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing…
Descriptors: Contingency Management, Intervention, Behavior Problems, Student Behavior
Common, Eric Alan; Lane, Kathleen Lynne; Pustejovsky, James E.; Johnson, Austin H.; Johl, Liane Elizabeth – Remedial and Special Education, 2017
This systematic review investigated one systematic approach to designing, implementing, and evaluating functional assessment-based interventions (FABI) for use in supporting school-age students with or at-risk for high-incidence disabilities. We field tested several recently developed methods for single-case design syntheses. First, we appraised…
Descriptors: Functional Behavioral Assessment, Intervention, Disabilities, At Risk Students
Fallon, Lindsay M.; Collier-Meek, Melissa A.; Maggin, Daniel M.; Sanetti, Lisa M. H.; Johnson, Austin H. – Exceptional Children, 2015
Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators' treatment fidelity, is an evidence-based practice. The purpose of this review was to evaluate the current…
Descriptors: Feedback (Response), Evidence, Literature Reviews, Intervention
Collier-Meek, Melissa A.; Fallon, Lindsay M.; Johnson, Austin H.; Sanetti, Lisa M. H.; Delcampo, Marisa A. – Psychology in the Schools, 2012
Although widely recommended, evidence-based interventions are not regularly utilized by school practitioners. Video self-modeling is an effective and efficient evidence-based intervention for a variety of student problem behaviors. However, like many other evidence-based interventions, it is not frequently used in schools. As video creation…
Descriptors: Evidence, Intervention, Video Technology, Student Problems
Maggin, Daniel M.; Johnson, Austin H. – Education and Treatment of Children, 2014
The purpose of this review was to evaluate the methodological strength and overall effectiveness of the research underlying the FRIENDS program for preventing anxiety in students at low and elevated risk for developing anxiety disorders. Meta-analytic findings provided mixed results, with low-risk students exposed to the program having…
Descriptors: Meta Analysis, Program Evaluation, Risk Assessment, At Risk Students
Maggin, Daniel M.; Chafouleas, Sandra M.; Goddard, Katelyn M.; Johnson, Austin H. – Journal of School Psychology, 2011
A two-part systematic review was undertaken to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties. The first part of the review utilized the recently published What Works Clearinghouse (WWC) standards for evaluating single-subject research to…
Descriptors: Evidence, Classroom Techniques, Student Behavior, Behavior Disorders
Maggin, Daniel M.; Johnson, Austin H.; Chafouleas, Sandra M.; Ruberto, Laura M.; Berggren, Melissa – Journal of School Psychology, 2012
The purpose of this review was to synthesize the research underlying group contingency interventions to determine whether there is sufficient evidence to support their use for managing the classroom behavior of students with behavioral difficulties. An application of the What Works Clearinghouse (WWC) procedures for evaluating single-subject…
Descriptors: Evidence, Student Behavior, Classroom Techniques, Literature Reviews
