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Sophia R. D'Agostino; Sarah E. Pinkelman; Melissa Maye – Journal of Early Intervention, 2024
Naturalistic developmental behavioral intervention (NDBI) strategies appear to be well-suited for implementation by preschool teachers of young children ages 3 through 5, yet research exploring NDBI implementation within this specific context is extremely limited. We applied an implementation science framework to examine reported knowledge,…
Descriptors: Preschool Teachers, Teacher Attitudes, Preschool Children, Intervention
Emily Eyrolles Sobeck; Rachel Robertson – TEACHING Exceptional Children, 2025
The recommendations outlined in this article focus on research-based approaches to (a) establishing a healthy teacher-paraeducator relationship and (b) planning for and providing feedback on behavior intervention plans (BIP) implementation, both of which have been found to support teacher-paraeducator collaboration and implementation of effective…
Descriptors: Evidence Based Practice, Intervention, Behavior Modification, Feedback (Response)
Tara L. Hambrick – ProQuest LLC, 2021
This study sought to assess special education teachers' perceptions on the effectiveness with BIPs, their abilities to write and implement behavioral intervention plans (BIPs), and general education teachers' ability to implement BIPs in an inclusive academic setting with fidelity. The researcher utilized a convergent parallel mixed-methods…
Descriptors: Special Education Teachers, Teacher Attitudes, Behavior Modification, Intervention
Kasi Michal Hebert – ProQuest LLC, 2024
The purpose of this qualitative descriptive study was to explore how certified 9th-12th grade public school teachers who have one year of teaching and implementing Positive Behavior Interventions and Supports (PBIS) in the classroom describe their perception of PBIS and the influence of teacher perception on the implementation of PBIS with…
Descriptors: Teacher Attitudes, Positive Behavior Supports, Grade 9, Grade 10
Colleen L. Eddy; Keith C. Herman; Wendy M. Reinke – Journal of Emotional and Behavioral Disorders, 2024
Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn…
Descriptors: Stress Management, Special Education Teachers, Coping, Teacher Burnout
Brittany N. Beaver; Tyler C. Ré; Annette K. Griffith; Dorothy Zhang; Mary A. Schoener – Contemporary School Psychology, 2024
Research is essential for identifying behavior management procedures as evidence-based and employing these procedures in a classroom is vital to create the optimal environment for students. Group contingencies can be easily implemented across classroom settings as they aim to manage the behavior of a group via operant behavior change procedures.…
Descriptors: Regular and Special Education Relationship, Student Behavior, Behavior Modification, Contingency Management
Kate T. Chazin; Jennifer R. Ledford; Jane M. Wilson-Moses; Adithyan Rajaraman; A. Pablo Juárez – Journal of Autism and Developmental Disorders, 2025
Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational…
Descriptors: Autism Spectrum Disorders, Peer Acceptance, Young Children, Educational Objectives
Jacqueline Tudor – ProQuest LLC, 2023
This applied dissertation was designed to improve the effectiveness of professional educators in using the methodology of functional behavior assessment (FBA) and function assessment-based intervention (FABI) to reduce challenging behaviors exhibited by students with Down syndrome (DS), or a dual diagnosis of Down syndrome and autism spectrum…
Descriptors: Students with Disabilities, Down Syndrome, Autism Spectrum Disorders, Special Education Teachers
Samudre, Mark D.; Burt, Jonathan L.; LeJeune, Lauren M. – Beyond Behavior, 2022
General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive…
Descriptors: Behavior Modification, Intervention, Faculty Development, Coaching (Performance)
Cain Swoszowski, Nicole; Hart Rollins, Lauren – Preventing School Failure, 2019
Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010; Chaplain, 2008; Coronado, 2011; Paquette & Rieg, 2016; Rieg, Paquette, & Chen, 2007; Schlichte, Yssel, & Merbler, 2005; Vesely, Saklofske, &…
Descriptors: Classroom Techniques, Intervention, Behavior Problems, Student Behavior
Wahman, Charis L.; Light-Shriner, Cheryl L.; Pizzella, Danielle M. – Young Exceptional Children, 2022
Reported percentages of young children who engage in challenging behavior is estimated between 10% and 20%. This percentage is even greater for children with disabilities. Not surprisingly, when young children with challenging behavior do not receive services and supports early on, they can experience negative social and emotional outcomes long…
Descriptors: Behavior Problems, Students with Disabilities, Special Education Teachers, Teacher Collaboration
Common, Eric Alan; Bross, Leslie Ann; Oakes, Wendy Peia; Cantwell, Emily Dawn; Lane, Kathleen Lynne; Germer, Kathryn Ann – Behavioral Disorders, 2019
We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students' behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an…
Descriptors: Elementary Secondary Education, Student Behavior, Evidence Based Practice, Special Education
Laura C. Chezan; Meka N. McCammon; Katie Wolfe; Erik Drasgow; Lucia M. Tabacu – Journal of Developmental and Physical Disabilities, 2023
Our main purpose in this study was to investigate the levels of and the relationship between familiarity, confidence, training, and use of problem behavior interventions by special education teachers working with learners with autism spectrum disorder (ASD) in school settings. A total of 80 special education teachers in South Carolina and Virginia…
Descriptors: Correlation, Familiarity, Self Esteem, Training
Hoffmann, Audrey N.; Bogoev, Bistra K.; Sellers, Tyra P. – Journal of Behavioral Education, 2022
The purpose of this study was to evaluate the usefulness of an intervention selection model on the outcomes of function-based interventions for escape-maintained problem behavior. The study included five children with Autism Spectrum Disorder and was conducted in a school setting. We conducted functional analyses to determine the function of…
Descriptors: Intervention, Outcomes of Treatment, Functional Behavioral Assessment, Behavior Problems
Collins, Lauren W.; Landrum, Timothy J. – TEACHING Exceptional Children, 2023
A tremendous amount of evidence supports the importance of building relationships between educators and students (Kincaide et al., 2020). Because of this, there is an emerging focus in both research and practice on how student-teacher relationships are assessed, the impact of these relationships on student outcomes, and methods for building and…
Descriptors: Intervention, Behavior Modification, Teacher Student Relationship, Student Behavior