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Journal of Positive Behavior…6
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An Empirical Examination of Effective Practices for Teaching Board Game Play to Young Children
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Barton, Erin E.; Pokorski, Elizabeth A.; Sweeney, Erin M.; Velez, Marina; Gossett, Stephanie; Qiu, Jia; Flaherty, Celia; Domingo, Maddisen – Journal of Positive Behavior Interventions, 2018
We examined an intervention package using peer modeling, systematic prompting, and contingent reinforcement to increase the frequency and complexity of board game play and social behaviors in young children with disabilities. Four children with or at risk for disabilities participated with their typically developing peers. Results indicated a…
Descriptors: Peer Teaching, Modeling (Psychology), Reinforcement, Games
Assessing and Improving Early Social Engagement in Infants
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Koegel, Lynn Kern; Singh, Anjileen K.; Koegel, Robert L.; Hollingsworth, Jessica R.; Bradshaw, Jessica – Journal of Positive Behavior Interventions, 2014
Empirical studies have documented a variety of social abnormalities in infancy that indicate risk for later social and behavioral difficulties. There is very little research illustrating the presence of such behavioral vulnerabilities with frequent repeated measures, and the feasibility of designing interventions for improving social engagement in…
Descriptors: Social Development, Interpersonal Relationship, Infants, Affective Behavior
Parents' Perceptions of Their Children's Social Behavior: The Social Validity of Social Stories[TM] and Comic Strip Conversations
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Hutchins, Tiffany L.; Prelock, Patricia A. – Journal of Positive Behavior Interventions, 2013
This article describes a family-centered collaborative approach to the development and socially valid assessment of Social Stories[TM] and comic strip conversations (CSCs) for supporting the social behaviors in children with autism spectrum disorder (ASD). Seventeen children with ASD (ages 4-12 years) participated in either an immediate or a…
Descriptors: Parent Attitudes, Social Behavior, Cartoons, Pervasive Developmental Disorders
Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior
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Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Journal of Positive Behavior Interventions, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results from a Randomized Controlled Effectiveness Trial in Elementary Schools
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Bradshaw, Catherine P.; Mitchell, Mary M.; Leaf, Philip J. – Journal of Positive Behavior Interventions, 2010
Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. SWPBIS aims to alter school…
Descriptors: Behavior Problems, Socialization, Suspension, Student Behavior
Using Social Stories to Improve the Social Behavior of Children with Asperger Syndrome
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Sansosti, Frank J.; Powell-Smith, Kelly A. – Journal of Positive Behavior Interventions, 2006
To date, the empirical support for the use of social story interventions for children with Asperger syndrome (AS) is small. The purpose of this study was to examine the effects of individualized social story interventions on the social behavior of three children with AS. Using a multiple-baseline-across-participants design, social stories were…
Descriptors: Social Behavior, Asperger Syndrome, Behavior Modification, Interpersonal Competence