Obsessive-compulsive disorder (OCD) and autism spectrum disorder (ASD) are neuropsychological disorders that can be challenging to students both academically and social-emotionally, especially when they occur together. Students with ASD can have co-occurring OCD, which can complicate social-emotional and academic outcomes. Teachers are in an ideal…

In all educational settings, teachers are likely to encounter learners with different emotional and cognitive characteristics, particularly learners who are demotivated or disengaged and as a result misbehave in the classroom. Learned helplessness (LH) is associated with such emotional and motivational deficits in academic performance. This study…

There is substantial empirical evidence that the Functional Behavioral Assessment (FBA) process is an effective means to reduce student problem behavior and increase desirable behaviors (e.g., What Works Clearinghouse, 2016). The use of an FBA as the basis for a behavior intervention plan (BIP) has been a requirement for certain disciplinary…

The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect…

Previous studies have focused on whether a trial-based functional analysis (FA) yields the same outcomes as more traditional FAs, and whether interventions based on trial-based FAs can reduce socially maintained problem behavior. We included a full range of behavior functions and taught 3 teachers to conduct a trial-based FA with 3 boys with…

Researchers and practitioners often employ timeout procedures to manage inappropriate classroom behavior. When implemented inappropriately, however, timeout can result in dangerous situations and have received increased scrutiny (i.e., seclusion). The timeout ribbon procedure can prevent some of the dangerous situations associated with other forms…

A procedure was developed to establish control of three tarbet classroom behaviors by making point reinforcers backed up by hard goods contingent upon working behavior in both math and reading classes. Behavior frequencies experimentally established were maintained during the fading procedures in both math and reading classes. (Author)

After measuring the amount of disruptive behavior exhibited by nine kindergarten children, delayed feedback paired with contingent access to play was found to be most effective in reducing disruptive behavior. (Author)

This research was designed to facilitate theory building regarding praise as a generalized reinforcer. (HMV)

The author reviews the basic principles and theory which underly directive teaching: defining behavior, measuring and analyzing behavior, and manipulating environmental variables. (HMD)

Five steps in directive teaching are delineated: a) select target children; b) identify target behaviors; c) identify reinforcing events; d) establish plan, including instructional goals, reinforcement, and reward schedule; and e) implement and evaluate. (HMD)

By understanding the purpose of a student's misbehavior, letting him experience the logical consequences of his actions, letting him choose, and getting a commitment to an alternative action, the disciplinary process can systematically modify purposes and create responsible students. (Author)

Results indicated that behavior modification techniques can be applied to individual students and to entire classes by the counselor or teacher, and desirable changes should occur. (Author)

This study examined the effects of individual and interdependent reinforcement contingencies on two social behaviors (talking out and out-of-seat behavior) during English and Mathematics classes. Under the individual contingency a student was individually reinforced for his own lack of bad behaviors by free time; under the interdependent…

This study examined effectiveness of posted numerical feedback on disruptive hallway behavior occurring among middle school students. Posting alone was found to have little effect on student behavior, but paired with verbal praise and feedback, posting was associated with more positive effects on student behavior and noise levels. (Author/PB)