Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 1 |
Descriptor
Positive Reinforcement | 4 |
Program Effectiveness | 4 |
Behavior Modification | 3 |
Disabilities | 3 |
Autism | 2 |
Behavior Problems | 2 |
Discipline | 2 |
Discipline Policy | 2 |
Urban Schools | 2 |
Attention | 1 |
Behavior Disorders | 1 |
More ▼ |
Source
Exceptional Children | 4 |
Author
Catherine Scheeler, Mary | 1 |
Edmonson, Hank | 1 |
Freeman, Rachel | 1 |
Griggs, Peter | 1 |
Guess, Doug | 1 |
Houghton, Anne | 1 |
Hundert, Joel | 1 |
Kitchen, Tom | 1 |
Lassen, Steve | 1 |
Markelz, Andrew M. | 1 |
McCart, Amy | 1 |
More ▼ |
Publication Type
Journal Articles | 4 |
Reports - Research | 3 |
Information Analyses | 1 |
Education Level
Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Markelz, Andrew M.; Taylor, Jonte C.; Kitchen, Tom; Riccomini, Paul J.; Catherine Scheeler, Mary; McNaughton, David B. – Exceptional Children, 2019
Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers' use of behavior-specific…
Descriptors: Stimuli, Cues, Self Management, Positive Reinforcement

Safran, Stephen P.; Oswald, Karen – Exceptional Children, 2003
The role of archival data in planning intervention priorities is examined and efficacy research focusing on the three types of positive behavioral support (PBS) is evaluated: schoolwide (universal), specific setting, and individual student levels. Overall, findings were positive across all types of PBS, validating implementation of these…
Descriptors: Behavior Disorders, Behavior Modification, Behavior Problems, Disabilities

Hundert, Joel; Houghton, Anne – Exceptional Children, 1992
This study of 14 children (ages 3-5) with disabilities participating in the Classwide Social Skills Program found that the program increased subjects' positive play and levels of teacher reinforcement, but these increases did not generalize to 3-month or 6-month follow-up periods nor to another play session in the day. (Author/JDD)
Descriptors: Disabilities, Generalization, Interaction, Interpersonal Competence

Turnbull, Ann; Edmonson, Hank; Griggs, Peter; Wickham, Donna; Sailor, Wayne; Freeman, Rachel; Guess, Doug; Lassen, Steve; McCart, Amy; Park, Jiyeon; Riffel, Laura; Turnbull, Rud; Warren, Jared – Exceptional Children, 2002
This article provides a case study (an eighth-grader with autism) within a case study (an urban middle school) in terms of the implementation of positive behavioral support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS, universal support, group support, and individual support. (Contains…
Descriptors: Autism, Behavior Modification, Behavior Problems, Case Studies