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Peer reviewed
Direct linkGarrett J. Roberts; Esther R. Lindström; Gavin W. Watts; Brooke Coté; Ekta Ghosh – Grantee Submission, 2024
In this study we tested the usability, feasibility, social validity, and effectiveness of Engaged Learners, a behavior support program designed to be integrated into small group reading interventions. Participants included eight Grade 3-5 students with co-occurring reading difficulties and inattention. A concurrent multiple-baseline design was…
Descriptors: Elementary School Students, Students with Disabilities, Reading Difficulties, Attention Deficit Disorders
Kara McKenna; Melissa A. Bray; Brenna Fitzmaurice; Dowon Choi; Erin DeMaio; Clark R. Bray; Carly Bernstein – Psychology in the Schools, 2023
This study sought to investigate the effects of a self-monitoring (SM) with goal-setting (GS) intervention on students' disruptive behavior. A multiple baseline A-B-BC design was implemented across five elementary school-aged participants diagnosed with attention-deficit/hyperactivity disorder (ADHD) to examine the use of a behavioral intervention…
Descriptors: Goal Orientation, Self Management, Intervention, Student Behavior
Download full textGarrett J. Roberts; Esther R. Lindström; Zaira Jimenez; Ekta Ghosh; Senaida Mehmedovic; Kimberly A. McFadden; Mohammad Bahadori Fallah – Grantee Submission, 2023
This systematic review and synthesis summarizes intervention research for Grade K-12 students with a reading difficulty and co-occurring inattention to identify (1) the relevant intervention literature base; (2) the student, study, and intervention characteristics of these studies; (3) the effects of these interventions on reading and behavior…
Descriptors: Elementary Secondary Education, Intervention, Reading Difficulties, Educational Research
R. Aldabbagh; C. Glazebrook; K. Sayal; D. Daley – Journal of Behavioral Education, 2024
This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to…
Descriptors: Program Effectiveness, Intervention, Teacher Role, Behavior Problems
Anne S. Morrow; Miguel T. Villodas; Stacy L. Frazier; Joseph R. Raiker; Michelle M. Liriano; Alexandra J. English; Cinthya M. Lozano; Mileini Campez; SamSarah Lesperance; Kelcey J. Little – Administration and Policy in Mental Health and Mental Health Services Research, 2022
Daily behavioral report cards (DRC) are an efficacious intervention for children with ADHD, yet there is little information on Latinx teachers' perceptions about ADHD and preferences related to behavioral treatment. The purpose of the current study was to examine the feasibility and acceptability of behavioral consultation with Latinx teachers and…
Descriptors: Latin Americans, Elementary School Teachers, Teacher Attitudes, Attention Deficit Hyperactivity Disorder
Pevitr S. Bansal; Jocelyn I. Meza; Sara Chung; Laura N. Henry; Melissa R. Dvorsky; Lauren M. Haack; Elizabeth B. Owens; Linda J. Pfiffner – School Mental Health, 2025
The daily report card (DRC) is a commonly used behavioral intervention in which teachers rate child performance on target goals and parents provide home rewards based on the child's performance. The current study investigated associations between child externalizing problems, empathy, and specific components of the DRC: (1) types of DRC goals that…
Descriptors: Behavior Modification, Reports, Behavior Problems, Student Behavior
Chunta, Alicia M.; DuPaul, George J. – School Psychology, 2022
Children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disabilities (SLD) face similar academic and behavioral challenges. Although combined behavioral and academic interventions (AIs) are among the most effective for each disability, a child's diagnostic label and teacher self-efficacy may influence teacher…
Descriptors: Clinical Diagnosis, Labeling (of Persons), Self Efficacy, Intervention
Erin K. Shoulberg; Hannah Scott; Caroline P. Martin; Connie L. Tompkins; Marissa Dennis; Allison Krasner; Betsy Hoza – Journal of Attention Disorders, 2025
Objective: This study examined the unique and interactive effects of PA volume and within-person fluctuations in PA volume (i.e., intraindividual variability in PA volume; PA-var) on preschoolers' (N = 141; 47.5% girls) ADHD symptoms. Method: Preschoolers wore accelerometers during the school day over a 2-week period. Teachers reported on…
Descriptors: Physical Activity Level, Preschool Education, Preschool Children, Preschool Teachers
Gibbs, Kathy – Emotional & Behavioural Difficulties, 2023
There is a paucity of research in Australia about educators' use of differentiated instruction (DI) to support the learning of students with ADHD. This study reports on a small-scale, qualitative research using interviews with teachers and school leaders to identify how they use DI as an effective teaching instruction for students with ADHD.…
Descriptors: Foreign Countries, Attention Deficit Hyperactivity Disorder, Students with Disabilities, Individualized Instruction
Garrett J. Roberts; Senaida Mehmedovic; Brooke Cote; Jade Wexler; Phil Strain – Grantee Submission, 2023
The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for…
Descriptors: Elementary School Students, Reading Difficulties, Attention Control, Learner Engagement
Fabiano, Gregory A.; Naylor, Justin; Pelham, William E., Jr.; Gnagy, Elizabeth M.; Burrows-MacLean, Lisa; Coles, Erika; Chacko, Anil; Wymbs, Brian T.; Walker, Kathryn S.; Wymbs, Frances; Garefino, Allison; Mazzant, Jessica Robb; Sastry, Amber L.; Tresco, Katy E.; Waschbusch, Daniel A.; Massetti, Greta M.; Waxmonsky, James – School Mental Health, 2022
Children with attention-deficit/hyperactivity disorder (ADHD) receive supports and services in general and special education classrooms in schools. The present study aimed to report the contents of individualized education programs (IEPs) for children with ADHD and to compare the behavior of children with ADHD who had IEPs versus those with ADHD…
Descriptors: Attention Deficit Hyperactivity Disorder, Individualized Education Programs, Student Behavior, Summer Programs
Leslie A. Mathews; Kimberly J. Osmani; James E. Martin – Journal of the American Academy of Special Education Professionals, 2020
Research demonstrates students with attention-deficit hyperactivity disorder (ADHD) and other attention difficulties benefit from using tools to expend energy in positive, socially acceptable means while not distracting others. Tactile fidgets may assist with self-regulated behaviors. This study examined the effectiveness of using hand and foot…
Descriptors: Elementary School Students, Attention Deficit Hyperactivity Disorder, Students with Disabilities, Manipulative Materials
Alex W. Chambers; James D. Stocker; Tina Bauachatz – Journal of Postsecondary Education and Disability, 2024
Students with high-incidence disabilities such as learning disabilities and attention deficit hyperactivity disorder (ADHD) need to have the strategies and skills of self-advocacy to request and obtain accommodations. However, Latino male students in particular have not been given the opportunity to acquire self-advocacy skills prior to entering…
Descriptors: Self Concept, Advocacy, Hispanic American Students, Males
Owens, Julie Sarno; Evans, Steven W.; Coles, Erika K.; Holdaway, Alex S.; Himawan, Lina K.; Mixon, Clifton S.; Egan, Theresa E. – Journal of Emotional and Behavioral Disorders, 2020
In the context of best practices consultation with high needs teachers, we examined (a) relations between teachers' appropriate response to student rule violations and rates of rule violations, and (b) rates of student misbehavior among teachers who do and do not achieve various benchmarks of integrity and/or growth in skills. Participants were 48…
Descriptors: Classroom Techniques, Intervention, Student Behavior, Consultation Programs
Franklin, Melanie – ProQuest LLC, 2019
Both pharmacological and behavioral interventions are widely accepted as methods to manage ADHD. For emerging adults with ADHD, low rates of treatment adherence preclude individuals from the long-term health benefits of evidence-based treatments, and instead leave them vulnerable to negative outcomes associated with the disorder. Despite these…
Descriptors: College Students, Students with Disabilities, Drug Therapy, Behavior Modification
