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Direct linkCatherine M. Corbin; Maria L. Hugh; Mark G. Ehrhart; Jill Locke; Chayna Davis; Eric C. Brown; Clayton R. Cook; Aaron R. Lyon – Grantee Submission, 2022
For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…
Descriptors: Positive Behavior Supports, Program Implementation, Student Behavior, Teacher Attitudes
Catherine M. Corbin; Maria L. Hugh; Mark G. Ehrhart; Jill Locke; Chayna Davis; Eric C. Brown; Clayton R. Cook; Aaron R. Lyon – School Mental Health, 2022
For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…
Descriptors: Positive Behavior Supports, Program Implementation, Student Behavior, Teacher Attitudes
Ros-Demarize, Rosmary; Graziano, Paulo A. – Journal of Early Intervention, 2021
The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…
Descriptors: Autism, Pervasive Developmental Disorders, Summer Programs, Preschool Children
