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Direct linkOwens, Julie Sarno; Holdaway, Alex S.; Smith, Jessica; Evans, Steven W.; Himawan, Lina K.; Coles, Erika K.; Girio-Herrera, Erin; Mixon, Clifton S.; Egan, Theresa E.; Dawson, Anne E. – Journal of Emotional and Behavioral Disorders, 2018
In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and…
Descriptors: Attention Deficit Hyperactivity Disorder, Teacher Behavior, Student Behavior, Positive Reinforcement
Owens, Julie Sarno; Coles, Erika K.; Evans, Steven W.; Himawan, Lina K.; Girio-Herrera, Erin; Holdaway, Alex S.; Zoromski, Allison K.; Schamberg, Terah; Schulte, Ann – Grantee Submission, 2017
The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers' classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% Non-Hispanic…
Descriptors: Intervention, Behavior Modification, Consultation Programs, Classroom Techniques
Buchanan, Saneik – Online Submission, 2015
The purpose of this study is to determine if incentive programs like Renaissance impact high school students and faculty. Incentives can go a long way for students in schools. At Lehigh Senior High School (LSHS), for example, students were introduced to the Renaissance Program this school year, by receiving goodies. Coupons at Dairy Queen,…
Descriptors: High School Students, Secondary School Teachers, Academic Achievement, Incentives
Horner, Robert H.; Kincaid, Donald; Sugai, George; Lewis, Timothy; Eber, Lucille; Barrett, Susan; Dickey, Celeste Rossetto; Richter, Mary; Sullivan, Erin; Boezio, Cyndi; Algozzine, Bob; Reynolds, Heather; Johnson, Nanci – Journal of Positive Behavior Interventions, 2014
Scaling of evidence-based practices in education has received extensive discussion but little empirical evaluation. We present here a descriptive summary of the experience from seven states with a history of implementing and scaling School-Wide Positive Behavioral Interventions and Supports (SWPBIS) over the past decade. Each state has been…
Descriptors: Positive Reinforcement, Behavior Modification, Teaching Methods, Program Implementation
Miller, Melissa A.; Fenty, Nicole; Scott, Terrance M.; Park, Kristy Lee – Remedial and Special Education, 2011
Students who are socially competent are more likely to experience school success than those who are not. Students with social deficits experience frequent failures with both peers and adults and often require explicit social skills instruction. Because social skills instruction programs taught in isolation rarely result in successful skill…
Descriptors: Academic Education, Reading Instruction, Interpersonal Competence, Reading
Zetzsche, Toni J. – ProQuest LLC, 2012
Student achievement has been directly linked to school climate over the last decade leading researchers and school leaders to look closely at the way in which low performing schools administer discipline. This qualitative study explored the lived experiences of four school leaders in the state of Florida as they experienced state and district…
Descriptors: Discipline, Educational Environment, Academic Achievement, Qualitative Research
Dunlap, Glen; Carr, Edward G.; Horner, Robert H.; Koegel, Robert L.; Sailor, Wayne; Clarke, Shelley; Koegel, Lynn Kern; Albin, Richard W.; Vaughn, Bobbie J.; McLaughlin, Darlene Magito; James, Kim Mullen; Todd, Anne W.; Newton, J. Stephen; Lucyshyn, Joseph; Griggs, Peter; Bohanon, Hank; Choi, Jeong Hoon; Vismara, Laurie; Minjarez, Mendy Boettcher; Buschbacher, Pamelazita; Fox, Lise – Behavioral Disorders, 2010
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive…
Descriptors: Intervention, Quality of Life, Behavior Modification, Rating Scales
Cardichon, Jessica; Roc, Martens – Alliance for Excellent Education, 2013
Middle and high school students subjected to harsh school discipline policies and practices such as suspensions and expulsions are more likely to disengage from the classroom and course work, and increases their chances of dropping out, according to this new report from the Alliance for Excellent Education. The report recommends implementing…
Descriptors: College Readiness, Career Readiness, School Culture, Outreach Programs
Southern Regional Education Board (SREB), 2012
Schoolwide support for higher achievement is essential. Students need a nurturing environment where they feel secure about learning, where the goal is success for every student and where students are confident they will receive mentoring and encouragement to prepare for their futures. Many schools are reinventing themselves to motivate students to…
Descriptors: School Culture, Academic Achievement, Expectation, Mastery Learning
Barton William H.; Butts, Jeffrey A. – Chapin Hall Center for Children, 2008
This report describes the results of an exploratory study of juvenile justice programs where managers and practitioners are attempting to build youth interventions with strength-based, positive youth development principles. Previous researchers have not adequately documented how such reforms take place, let alone whether they produce effective…
Descriptors: Adolescents, Juvenile Justice, Youth Programs, Program Effectiveness
Kincaid, Don; Childs, Karen; Blase, Karen A.; Wallace, Frances – Journal of Positive Behavior Interventions, 2007
As the number of schools implementing systemic, schoolwide positive behavior support (PBS) processes expands (nationally, at least 5,000 schools are participating), increasing attention is being paid to the efficacy of implementation. This article describes a case study of the experiences of Florida's Positive Behavior Support Project, which used…
Descriptors: Program Effectiveness, Positive Reinforcement, Program Implementation, Performance Factors
Cohen, Rachel; Kincaid, Don; Childs, Karen Elfner – Journal of Positive Behavior Interventions, 2007
School-wide positive behavior support (SWPBS) has been implemented in more than 4,000 schools as a means of addressing problem behavior in a systemic fashion. Preliminary outcomes (e.g., office discipline referrals, suspensions) indicate the effectiveness of SWPBS in decreasing school-wide behavior problems and creating a positive school climate.…
Descriptors: Behavior Problems, Behavior Modification, Psychometrics, Program Validation
Van Houten, Ron; Van Houten, Joy; Malenfant, J. E. Louis – Journal of Applied Behavior Analysis, 2007
A bicycle helmet program was evaluated in three middle schools using a multiple baseline across schools design. Two of the three schools had histories of enforcement of helmet use. During baseline many students riding their bikes to and from school did not wear their helmets or wore them incorrectly. A program that consisted of peer data…
Descriptors: Behavior Modification, Behavior Change, Middle School Students, Physical Activities
Bonilla, Allan – Principal Leadership, 2006
After 41 years of a varied and exciting career in Miami-Dade County (Florida) Public Schools, the author recently retired as a middle level principal. Although he also served as a teacher and a counselor, more than half of his career was spent as an administrator in more than a dozen schools. As he reflects on his role as a school leader and…
Descriptors: Instructional Leadership, Principals, Administrator Responsibility, Teacher Administrator Relationship
PDF pending restorationJordan, Mary – 1977
This handbook is written for parents who want to reinforce a child's classroom learning by continuing the teaching process at home. Ten desirable teaching behaviors are described. Parents are encouraged to consider themselves as part of a team with their child's teacher. (JD)
Descriptors: Affective Behavior, Home Instruction, Learning Processes, Parent Child Relationship
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