This is the first systematic review of the school outcome literature for behavior interventions used with middle school students exhibiting disruptive behaviors. A total of 51 investigations (published between 2000 and 2020) including 6,498 students and 264 implementers were coded on four dimensions (i.e., sample, interventions, methodology, and…

An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a…

Body dissatisfaction is associated with numerous health consequences and is pervasive among college women. Effective interventions exist that reduce body dissatisfaction in college women by helping them resist sociocultural pressures to conform to the appearance ideal, such as the Body Project. Yet research is limited on whether social and…

Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased…

The aim of this study was to investigate the effect of peer-mediated adaptive physical activity program on problem behaviors of mentally handicapped students. Eight mentally handicapped students and eight peer students with normal development participated in this study, which was designed according to a sequential descriptive design. In the…

The majority of students with disabilities and behavioral challenges are taught in general education classrooms. Although these students may receive interventions resulting in positive behavioral changes, little is known about the collateral effects of implementing behavior intervention plans (BIP) on classroom peers with similar behavioral…

This is the first systematic review of the school outcome literature for behavior interventions used with middle school students exhibiting disruptive behaviors. A total of 51 investigations (published between 2000 and 2020) including 6,498 students and 264 implementers were coded on four dimensions (i.e., sample, interventions, methodology, and…

Multiple behavioral interventions for individuals with autism spectrum disorders have been established with adequate scientific evidence. Behavioral interventions, however, are cultural practices and often rely on home-school interactions for implementation. Little is known about intervention applicability and feasibility for cultural and…

The purpose of this study was to explore the extent to which two classroom-wide instructional interventions, peer support and instructional choice, were able to reduce escape-maintained off-task and problem behaviors. This study also measured the extent to which these interventions, when coupled with individually designed function-based…

This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

This paper explores how educational psychologists working in a training/consultative way can enable teachers to manage challenging pupil behaviour more effectively. It sets out a rationale which encourages schools to embrace a group based teacher peer-support system as part of regular school development. It then explores the usefulness of the…

Teachers from fourteen classrooms were randomly assigned to an adaptation of Incredible Years (IY) teacher training or to teacher training-as-usual. Observations were made of the behavior of 136 target preschool boys and girls nominated by teachers as having many or few conduct problems. Peer and teacher behavior were observed at baseline and post…

In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…

Recidivism, costs, and psychosocial outcomes are reported for a post-arrest diversion program in Wayne County (Detroit), MI. Program features included: rapid, standardized assessment of psychosocial functioning with the Juvenile Inventory For Functioning[R], an individualized plan for addressing needs, engagement of caregivers, service provision…

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as "tootling" in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom. Nineteen elementary students including four students with disabilities (i.e., specific learning…