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Showing 1 to 15 of 26 results Save | Export
Kathleen Norris – ProQuest LLC, 2024
Focus groups and interviews can help to determine teachers' perspectives on classroom management. The problem with special education in the United States is that teachers are not prepared for specific classroom challenges, and their perceptions of classroom management have not been thoroughly documented. Gaps in the literature included teachers'…
Descriptors: Teacher Attitudes, Student Behavior, Behavior Problems, Behavior Modification
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Willemse, T. Martijn; Goei, Sui Lin; Boei, Fer; de Bruïne, Erica J. – European Journal of Special Needs Education, 2023
This study explores teachers' experiences with School-Wide Positive Behaviour Interventions and Support (SWPBIS) at three special education (SPED) schools type 4 in the Netherlands. These SPED schools focus on supporting children with mental health difficulties or challenging behaviour. In 2014, an Act was introduced in the Netherlands with the…
Descriptors: Foreign Countries, Positive Behavior Supports, Special Schools, Students with Disabilities
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McKenna, John – Impacting Education: Journal on Transforming Professional Practice, 2022
This article provides an overview of single-case research design and how it can be used in concert with Improvement Science. Hypothetical examples of using single-case design to inform improvement efforts are provided, as is a discussion of connections between this methodology and Improvement Science. Resources for further study are also provided.
Descriptors: Educational Improvement, Teaching Methods, Instructional Leadership, Leadership Effectiveness
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Simó-Pinatella, David; Günther-Bel, Cristina; Mumbardó-Adam, Cristina – International Journal of Disability, Development and Education, 2023
The challenging behaviours of children with autism spectrum disorder (ASD) have been widely described as one of the most significant sources of stress for teachers. However, less attention has been paid to the potential of teachers' perspectives as a source of knowledge to improve their practice. The purpose of this study was to explore teachers'…
Descriptors: Student Behavior, Behavior Problems, Students with Disabilities, Autism Spectrum Disorders
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Bohan, Clare; Smyth, Sinéad; McDowell, Claire – Journal of Positive Behavior Interventions, 2021
This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior,…
Descriptors: Student Behavior, Contingency Management, Behavior Modification, Educational Games
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Emerling, Christopher R.; Wilkinson, Sarah; Maggin, Daniel M. – Journal of Special Education Technology, 2021
Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students' academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors…
Descriptors: Assistive Technology, Educational Technology, Technology Integration, Students with Disabilities
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Holmes, Stephanie C.; Butcher, Jennifer – School Leadership Review, 2020
The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication;…
Descriptors: Autism, Pervasive Developmental Disorders, Student Needs, Barriers
Kimberly Davis Monson – ProQuest LLC, 2019
Classroom management is a common challenge in middle schools. Class-wide Function-Related Intervention Teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level (Wills et al., 2010). It is comprised of evidence-based practices such as teaching classroom expectations, increasing teacher praise, and…
Descriptors: Middle School Teachers, Behavior Problems, Art Education, Classroom Techniques
Pope, Paula K. – ProQuest LLC, 2016
The study centered around two teams of teachers and their success and struggle in utilizing professional development to gain the knowledge necessary to adequately implement the Positive Intervention and Behavior Supports (PBIS) framework initiative into all areas of the school. Data collected through personal interviews, classroom observations,…
Descriptors: Positive Behavior Supports, Behavior Problems, Intervention, Faculty Development
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Syrnyk, Corinne – British Journal of Special Education, 2018
While the corpus of knowledge for teaching assistants (TAs) grows, less emphasis has been placed on specialised TAs, particularly those who adopt the 'nurture approach' when working with children with social, emotional and mental health difficulties (SEMH). To explore this a case study was made of TAs and teachers at a special, nurturing primary…
Descriptors: Teacher Aides, Antisocial Behavior, Emotional Problems, Behavior Problems
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Hayes, Marie; Stringer, Phil – Educational Psychology in Practice, 2016
Research has shown that teacher consultation groups increase teachers' behaviour management skills through discussion and collaborative problem-solving. Unlike the United Kingdom, at the time of this research consultation groups were not widely used in Irish schools. This research introduced Farouk's process consultation approach in three Irish…
Descriptors: Elementary School Students, Educational Psychology, Psychologists, Behavior Problems
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Lomascolo, David J.; Angelle, Pamela S. – Middle Grades Research Journal, 2017
The Common Planning Time Project of the Middle Level Education Research Special Interest Group (MLER SIG) of the American Educational Research Association provided an avenue through which researchers from throughout the United States could investigate numerous aspects of common planning time in schools. Although several studies have investigated…
Descriptors: Educational Planning, Time Management, Statistical Analysis, Middle School Teachers
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Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian – Intervention in School and Clinic, 2015
Thailand is aiming to improve special education practices, and inclusive education has been introduced and mandated by national laws in the past few years. However, inclusive practices are challenging for many Thai teachers and schools. Many teachers are unprepared to support students with diverse needs and to deal with behavior problems. To…
Descriptors: Foreign Countries, Special Education, Functional Behavioral Assessment, Inclusion
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Syriopoulou-Delli, Christine K.; Cassimos, Dimitrios C.; Tripsianis, Grigorios I.; Polychronopoulou, Stavroula A. – Journal of Autism and Developmental Disorders, 2012
This study examines Greek teachers' perceptions related to the nature and management of autistic children. To investigate these issues, a statistically reliable number of questionnaires (n = 228) was distributed to a diversified teacher population. The questionnaire responses were analyzed statistically to identify the explanatory power of…
Descriptors: Autism, Classroom Techniques, Teacher Attitudes, Behavior Problems
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Razer, Michal; Friedman, Victor J. – Prospects: Quarterly Review of Comparative Education, 2013
The authors of this article describe an essential feature of inclusive educational practice: "non-abandonment". When students' needs and difficult behavior are overwhelming, teachers may abandon them emotionally as a defensive reaction to their own experience of emotional distress and helplessness. Non-abandonment represents a…
Descriptors: Inclusion, Student Needs, Behavior Problems, Student Behavior
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