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Trussell, Robert P.; Chen, Hsin Ju; Lewis, Timothy J.; Luna, Naomi E. – Education and Treatment of Children, 2018
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…
Descriptors: Behavior Problems, Classroom Techniques, Peer Influence, Teaching Methods
Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara – Education and Treatment of Children, 2014
In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…
Descriptors: Student Behavior, Functional Behavioral Assessment, Behavior Modification, Observation
Gann, Candace J.; Kunnavatana, S. Shanun – Education and Treatment of Children, 2016
This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special…
Descriptors: Intervention, Classroom Techniques, Functional Behavioral Assessment, Self Contained Classrooms
Mattison, Richard E. – Education and Treatment of Children, 2011
Middle school students classified with Emotional Disturbance in two levels of least restrictive environments (LRE)--self-contained classes (SCC) and a self-contained school (SCS)--were compared at the beginning and the end of a school year, using demographics, IQ and achievement testing, a teacher checklist for DSM-IV psychopathology, and standard…
Descriptors: Emotional Disturbances, Reading Achievement, Intelligence Quotient, Psychopathology
McDaniel, Sara C.; Duchaine, Ellen L.; Jolivette, Kristine – Education and Treatment of Children, 2010
Students with emotional and behavioral disorders (E/BD) experience deficits in social, behavioral, and academic areas. Of great importance in the academic area is reading achievement. Students with E/BD who struggle with reading tend to have negative in-school and post-school outcomes. Due to the severity of potential outcomes, it is essential to…
Descriptors: Grounded Theory, Corrective Reading, Reading Programs, Reading Achievement
Gulchak, Daniel J. – Education and Treatment of Children, 2008
Teaching students to self-monitor their attention or on-task behavior has a robust history of success in school and has been an effective strategy for students of all ages, including those with and without disabilities. However, this strategy has not made use of advances in technology in order to collect and record performance data. In this study,…
Descriptors: Behavior Disorders, Self Contained Classrooms, Emotional Disturbances, Handheld Devices