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Showing 1 to 15 of 124 results Save | Export
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Flanagan, Timothy F.; DeBar, Ruth M. – Behavioral Disorders, 2018
A trial-based functional analysis (TBFA) offers several advantages beneficial for classroom settings. TBFA can be completed rapidly, requires fewer resources than traditional functional analyses (FAs), can occur in the natural environment during typically scheduled activities, and involves less intense data collection methods. However, a number of…
Descriptors: Emotional Disturbances, Behavior Disorders, Functional Behavioral Assessment, Behavior Problems
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Rose, Jo; Stanforth, Alex; Gilmore, Gwen; Bevan-Brown, Jill – Emotional & Behavioural Difficulties, 2018
Reducing fixed term exclusions (FTE) in primary schools is a difficult proposition. This research discusses how a partnership of primary schools developed more inclusive systems to support students previously given FTEs for disciplinary purposes. Longitudinal data from interviews and documentary sources trace the development of an approach amongst…
Descriptors: Elementary Schools, Partnerships in Education, Inclusion, Discipline Problems
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Doan, Dai; Toussaint, Karen A. – International Electronic Journal of Elementary Education, 2016
The current evaluation assessed the effectiveness of a rapid toilet training procedure for three young males with autism. The evaluation extended the research on rapid toilet training procedures by assessing parents' preference to include two common toilet training components, a urine alarm and positive practice. In addition, we assessed child…
Descriptors: Males, Autism, Teaching Methods, Program Effectiveness
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Clarke, Chris; Hill, Vivian; Charman, Tony – Journal of Autism and Developmental Disorders, 2017
Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a…
Descriptors: Autism, Behavior Problems, Cognitive Restructuring, Behavior Modification
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Cummings, Katrina P. – Early Child Development and Care, 2017
Positive behaviour intervention and support (PBIS) models are evolving as an effective means to promote social and emotional competence among young children and address challenging behaviours. This study was designed to gain insights into parental involvement in programme-wide implementation of the "Pyramid" model. Interviews were…
Descriptors: Behavior Modification, Positive Behavior Supports, Parent Participation, Interviews
Pope, Paula K. – ProQuest LLC, 2016
The study centered around two teams of teachers and their success and struggle in utilizing professional development to gain the knowledge necessary to adequately implement the Positive Intervention and Behavior Supports (PBIS) framework initiative into all areas of the school. Data collected through personal interviews, classroom observations,…
Descriptors: Positive Behavior Supports, Behavior Problems, Intervention, Faculty Development
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McDowell, Nicola; Budd, Julia – Journal of Visual Impairment & Blindness, 2018
Introduction: Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods: Two classrooms at a special school were…
Descriptors: Visual Impairments, Blindness, Paraprofessional School Personnel, Teacher Attitudes
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MacLeod, K. Sandra; Hawken, Leanne S.; O'Neill, Robert E.; Bundock, Kaitlin – Journal of Educational Issues, 2016
Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support…
Descriptors: Disabilities, Intervention, Behavior Problems, Regular and Special Education Relationship
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Elfrink, Teuntje R.; Goldberg, Jochem M.; Schreurs, Karlein M. G.; Bohlmeijer, Ernst T.; Clarke, Aleisha M. – Health Education, 2017
Purpose: The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children's well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach…
Descriptors: Program Evaluation, Program Effectiveness, Well Being, Educational Environment
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Coughlin, Michael; Doyle, Caoimhe; Sharry, John; Guerin, Suzanne; Beattie, Dianne – Child Care in Practice, 2018
This article presents the findings of a qualitative study of parents' perceptions of a video-modelling assisted group-based parent training programme, the Parents Plus Children's Programme (PPCP). PPCP was developed in Ireland and is culturally sensitive to the Irish context. PPCP aims to reduce emotional and behavioural difficulties in children…
Descriptors: Foreign Countries, Parent Attitudes, Video Technology, Models
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McCarthy, Michael; Schellinger, Jeffrey; Smith, Rachel R.; Behimer, Gretchen; Hargraves, Daniel; Scherra, Karen – Research on Social Work Practice, 2017
Purpose: (1) To compare demographic, mental health, service usage, and emotional and behavioral characteristics and strengths of youth receiving care from depressed versus nondepressed caregivers and (2) to determine whether a community-based program for reducing problematic behaviors and bolstering strengths is equally effective for youth with…
Descriptors: Comparative Analysis, Depression (Psychology), Caregivers, Youth
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Kuhn, Miriam; Marvin, Christine A.; Knoche, Lisa L. – Topics in Early Childhood Special Education, 2017
The "Getting Ready" intervention aims to strengthen parent-teacher partnerships to promote positive child outcomes. This study focused on the team process and social validity of the intervention when young children displayed challenging behaviors. Qualitative analysis yielded seven themes that provided a rich description of the preschool…
Descriptors: Partnerships in Education, Parent Teacher Cooperation, Preschool Children, Preschool Teachers
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Davison, Patricia; Duffy, Joseph – Educational Psychology in Practice, 2017
This article details a mixed methods study designed to examine the impact of a group process consultation model in helping staff manage challenging behaviour in the nurture group setting. It relates to two geographical clusters of staff, including teachers and teaching assistants, running 11 nurture groups in a major metropolitan area in the UK,…
Descriptors: Foreign Countries, Consultation Programs, Student Behavior, Behavior Problems
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Bruhn, Allison L.; Balint-Langel, Kinga; Troughton, Leonard; Langan, Sean; Lodge, Kelsey; Kortemeyer, Sara – Behavioral Disorders, 2015
For years, the assumption has been that stereotypical behaviors functioned only to provide sensory or automatic reinforcement. However, these behaviors also may serve social functions. Given the unsettled debate, functional behavior assessment and functional analysis can be used to identify the exact function of stereotypical behavior and design…
Descriptors: Behavior Problems, Antisocial Behavior, Intervention, Behavior Modification
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Cobbett, Steve – Emotional & Behavioural Difficulties, 2016
The arts therapies are becoming more commonplace as psychotherapeutic interventions for young people with social, emotional and behavioural difficulties (SEBD) and associated mental health conditions in educational settings and are now used in many educational provisions. The justification for their use would seem to be largely based on the…
Descriptors: Statistical Analysis, Qualitative Research, Art Therapy, Social Problems
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