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Aaron R. Lyon; Clayton R. Cook; Madeline Larson; Maria L. Hugh; Alex Dopp; Corinne Hamlin; Peter Reinke; Mahasweta Bose; Amy Law; Roger Goosey; Annie Goerdt; Nicole Morrell; Alisha Wackerle-Hollman; Michael D. Pullmann – Grantee Submission, 2024
Background: For approximately one in five children who have social, emotional, and behavioral (SEB) challenges, accessible evidence-based prevention practices (EBPPs) are critical. In the USA, schools are the primary setting for children's SEB service delivery. Still, EBPPs are rarely adopted and implemented by front-line educators (e.g.,…
Descriptors: Program Implementation, Program Effectiveness, Prevention, Evidence Based Practice
Kevin S. Sutherland; Kristen Granger; Maureen A. Conroy; Bryce D. McLeod; Michael Broda; Natalie Vallarta; Albert Rosas – Grantee Submission, 2023
Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers'…
Descriptors: Student Reaction, Responses, Role, Behavior Problems
Keith Smolkowski; Brion Marquez; Jessie Marquez; Claudia Vincent; Jordan Pennefather; Hill Walker; Lisa A. Strycker – Grantee Submission, 2022
Student behavior problems in general-education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, such as paying attention, being ready to work, asking for help, participating in class, and completing…
Descriptors: Self Management, Elementary School Students, Program Effectiveness, Student Behavior
Melissa Washington-Nortey; Kristen Granger; Kevin S. Sutherland; Maureen Conroy; Navneet Kaur; Allyse Hetrick – Grantee Submission, 2022
There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when…
Descriptors: Evidence Based Practice, At Risk Students, Emotional Problems, Behavior Disorders
Vincent, Claudia G.; Inglish, John; Girvan, Erik; Van Ryzin, Mark; Svanks, Rita; Springer, Shareen; Ivey, Allison – Grantee Submission, 2021
We report findings from a recent field test assessing the feasibility of training teachers in implementing restorative practices within a multi-tiered approach to supporting student behavior. First, we provide an overview of our training content, training delivery, and follow-up coaching. Second, we present overall outcomes from our field test…
Descriptors: High Schools, Restorative Practices, Multi Tiered Systems of Support, Discipline Policy
Duong, Mylien T.; Pullmann, Michael D.; Buntain-Ricklefs, Joanne; Lee, Kristine; Benjamin, Katherine S.; Nguyen, Lillian; Cook, Clayton R. – Grantee Submission, 2019
Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR…
Descriptors: Faculty Development, Middle School Teachers, Behavior Problems, Classroom Techniques
Ji Hoon Ryoo; Saahoon Hong; William M. Bart; Jaehyun Shin; Catherine P. Bradshaw – Grantee Submission, 2018
Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…
Descriptors: Elementary School Students, Middle School Students, Positive Behavior Supports, Student Behavior
Aaron R. Lyon; Clayton R. Cook; Mylien T. Duong; Semret Nicodimos; Michael D. Pullmann; Stephanie K. Brewer; Larissa M. Gaias; Shanon Cox – Grantee Submission, 2019
Background: Individual-level implementation determinants, such as clinician attitudes, commonly influence the successful adoption of evidence-based practices, but few explicit strategies have been tested with regard to their ability to impact these key mechanisms of change. This paper reports on an initial test of a blended, theoretically-informed…
Descriptors: Behavior Change, Evidence Based Practice, Program Implementation, Social Influences
Stichter, Janine P; Malugen, Emily; Herzog, Melissa; O'Donnell, Rose; Kilgus, S; Schoemann, Alexander M. – Grantee Submission, 2018
Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the…
Descriptors: Interpersonal Competence, Intervention, Randomized Controlled Trials, Program Effectiveness
Frey, Andy J.; Lee, Jon; Small, Jason W.; Walker, Hill M.; Seeley, John R. – Grantee Submission, 2017
In this article, Andy Frey and colleagues present the Motivational Interviewing Training and Assessment System (MITAS), an evidence-based strategy for counselors to improve student engagement. The article documents the feasibility of the MITAS and the large gains to be made in school counselor competencies through its implementation, providing a…
Descriptors: Evidence Based Practice, Learner Engagement, School Counselors, Counseling Techniques
Ginsburg, Golda S.; Pella, Jeffrey E.; Piselli, Kate; Chan, Grace – Grantee Submission, 2019
Background: Excessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help…
Descriptors: Anxiety, Elementary School Students, Elementary School Teachers, Teacher Role
DuPaul, George J.; Kern, Lee; Belk, Georgia; Custer, Beth; Daffier, Molly; Hatfield, Andrea; Peek, Daniel – Grantee Submission, 2018
Objective: Attention-deficit/hyperactivity disorder (ADHD) is associated with significant challenges in child functioning. Although behavioral parent training (BPT) can reduce ADHD symptoms, factors associated with traditional face-to-face (F2F) delivery results in only about half of families receiving BPT. The purpose of this pilot randomized…
Descriptors: In Person Learning, Attention Deficit Hyperactivity Disorder, Attendance, At Risk Students