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Angelina V. Leary; Robert D. Dvorak; Emily K. Burr; Ardhys N. De Leon; Samantha J. Klaver; Gabrielle Lynch; Ethan Toth; Michelle J. Diaz; Sebastian Martin – Journal of Drug Education, 2024
College students are at a heightened risk of experiencing depression and anxiety symptomatology and engaging in maladaptive alcohol use. Understanding how alcohol interventions impact emotional functioning is essential. One such intervention uses Deviance Regulation Theory (DRT), which posits that behavior can be modified using targeted messaging…
Descriptors: Program Effectiveness, Drinking, Intervention, Depression (Psychology)
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Megan E. Carpenter; Ya-yu Lo; Virginia L. Walker; Andy B. Masud; Melissa C. Tapp – Psychology in the Schools, 2023
Students with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework to support the social and behavioral needs of all students. As an evidence-based practice commonly used as…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Needs, Social Behavior
Zolkoski, Staci M.; Chiu, Calli Lewis; Lusk, Mandy E. – Solution Tree, 2022
Imagine a day in the classroom where you can devote all your energy to student learning instead of battling challenging behavior. In "Motivated to Learn," you will gain evidence-based approaches for engaging students and equipping them to better focus in the classroom. With this book's straightforward strategies, you can learn to…
Descriptors: Student Motivation, Learner Engagement, Preschool Education, Elementary Secondary Education
Megan Elizabeth Carpenter – ProQuest LLC, 2021
Students with extensive support needs (ESN) are a heterogenous group of students with the most pervasive and ongoing support needs who typically receive special education services under the categories of autism spectrum disorder (ASD), intellectual disability, or multiple disabilities and often qualify to take their state's alternate assessment…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Needs, Social Behavior
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Aasheim, Merete; Fossum, Sturla; Reedtz, Charlotte; Handegård, Bjørn Helge; Martinussen, Monica – SAGE Open, 2020
In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher's behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and…
Descriptors: Foreign Countries, Elementary School Teachers, Classroom Techniques, Student Behavior
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Fallon, Lindsay M.; Kurtz, Kathryn D. – TEACHING Exceptional Children, 2019
Students may benefit from evidence-based interventions to support their classroom learning (Carmago et al., 2016). Additionally, laws and policies, such as the Every Student Succeeds Act (2015) and the Individuals With Disabilities Education Act (2006), mandate the implementation of evidence-based practices to improve student outcomes in schools.…
Descriptors: Intervention, Student Behavior, Evidence Based Practice, Program Effectiveness
Fabiano, Gregory A.; Pyle, Kellina; Kelty, Mary Bridget; Parham, Brittany R. – Assessment for Effective Intervention, 2017
Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such…
Descriptors: Progress Monitoring, Behavior Rating Scales, Report Cards, Student Behavior
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Van Loan, Christopher L.; Garwood, Justin D.; Smith, Stephen W.; Daunic, Ann P. – Journal of Emotional and Behavioral Disorders, 2019
Using a pre-post randomized controlled trial, the purpose of this study was to determine whether a social problem-solving curriculum, "Take CHARGE!," based on a cognitive-behavioral approach, could improve students' knowledge of problem-solving skills, as well as self-report of social behaviors for 92 middle school students with…
Descriptors: Emotional Disturbances, Behavior Disorders, Problem Solving, Curriculum
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Yan, Tingrui; Deng, Meng; Ma, Ying – International Journal of Inclusive Education, 2021
This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure…
Descriptors: Foreign Countries, Teacher Attitudes, Test Construction, Questionnaires
Kathryn Dooley – ProQuest LLC, 2017
Students with Emotional and Behavioral Disorders (EBD) struggle with social behaviors (Bradley, Henderson, & Monfore, 2004) such as distractibility and impulsivity (Wagner et al., 2004). Self-management strategies have been used effectively to increase on-task behavior and decrease off-task or inappropriate behavior of students with EBD…
Descriptors: Social Behavior, Student Behavior, High School Students, Behavior Problems
Naylor, Anna Schmidt; Kamps, Debra; Wills, Howard – Education and Treatment of Children, 2018
The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…
Descriptors: Intervention, Contingency Management, Time on Task, Student Behavior
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Jiang, Han; Johnstone, Stuart J. – SAGE Open, 2015
This preliminary multiple case study examined the behavioral outcomes of neurocognitive training on children with attention-deficit/hyperactivity disorder (AD/HD) in China, as well as parent acceptance of the treatment. The training approach targeted working memory, impulse control, and attention/relaxation (via brain electrical activity). Outcome…
Descriptors: Foreign Countries, Attention Deficit Hyperactivity Disorder, Training, Neurological Organization
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Roantree, Christina F.; Kennedy, Craig H. – Journal of Applied Behavior Analysis, 2012
We analyzed the inappropriate social interactions of 3 students with Asperger's syndrome whose behavior was maintained by social positive reinforcement. We tested whether inappropriate social behavior was sensitive to social positive reinforcement contingencies and whether such contingencies could be reversed to increase the probability of…
Descriptors: Behavior Problems, Asperger Syndrome, Probability, Positive Reinforcement
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Todd, Anne W.; Horner, Robert H.; Berry, Dorothy; Sanders, Carol; Bugni, Michelle; Currier, Allison; Potts, Nicky; Newton, J. Stephen; Algozzine, Bob; Algozzine, Kate – Journal of Special Education Leadership, 2012
Team-Initiated Problem Solving (TIPS) is an approach for organizing school team meetings to improve identification of targeted problems, use of data in the development of solutions, and development of implemented action plans. TIPS has been demonstrated in single-case and randomized controlled trial studies to improve the effectiveness of teams to…
Descriptors: Program Effectiveness, Student Behavior, Problem Solving, Teamwork
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Stormont, M.; Reinke, W. M. – Beyond Behavior, 2012
Many schools today have a prevention-based focus for working with academic and social behavior problems through the use of tiered approaches (Bohanon, McIntosh, & Goodman, 2011; Horner & Sugai, 2005). Through the use of levels of support, including a continuum of increasingly intensive support based on responsiveness to evidence-based core…
Descriptors: Expertise, Evidence, Behavior Problems, Social Behavior
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