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The Effects of Function-Based Self-Management Interventions on Student Behavior
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Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R. – Journal of Emotional and Behavioral Disorders, 2014
Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…
Descriptors: Self Management, Self Control, Behavior Problems, Emotional Disturbances
A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors
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Haydon, Todd; Conroy, Maureen A.; Scott, Terrance M.; Sindelar, Paul T.; Barber, Brian R.; Orlando, Ann-Marie – Journal of Emotional and Behavioral Disorders, 2010
An alternating treatments design was used to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems. During the mixed responding condition, five out of six students demonstrated a lower rate of…
Descriptors: Behavior Problems, Intervals, Sight Vocabulary, Comparative Analysis
Classroom Performance of Students with Serious Emotional Disturbance: A Comparative Study of Evaluation Methods for Behavior Management.
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McQuillan, Kathleen; And Others – Journal of Emotional and Behavioral Disorders, 1996
Treatment effects of three behavior management evaluation methods (teacher evaluation, self-evaluation, and group evaluation) were investigated among three male adolescents with serious emotional disturbances. Significantly improved academic performance was associated with self-evaluation and group evaluation methods. Time on task remained…
Descriptors: Academic Achievement, Adolescents, Behavior Change, Emotional Disturbances
A Descriptive Analysis of Disruptive Behavior During Pre- and Post-unsupervised Self-Management by Students with Serious Emotional Disturbance: A Within-Study Replication.
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Ninness, H. A. Chris; And Others – Journal of Emotional and Behavioral Disorders, 1995
A descriptive analysis of disruptive behavior was generated from filmed observations before and after self-management training with 2 junior high students, ages 13-14, with serious emotional disturbance. Self-management training included modeling, rehearsal, and rehearsal in the apparent absence of supervision. Conditions associated with problem…
Descriptors: Behavior Change, Behavior Problems, Emotional Disturbances, Intervention