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Reducing Escape-Maintained Behavior through the Application of Classroom-Wide Practices and Individually Designed Interventions
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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
What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?
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McLeskey, James; Billingsley, Bonnie; Brownell, Mary T.; Maheady, Lawrence; Lewis, Timothy J. – Remedial and Special Education, 2019
Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices…
Descriptors: Students with Disabilities, Educational Practices, Teaching Methods, Teacher Education Programs
The Impact of Universal Teacher Practices and Function-Based Behavior Interventions on the Rates of Problem Behaviors among At-Risk Students
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Trussell, Robert P.; Lewis, Timothy J.; Raynor, Carolyn – Education and Treatment of Children, 2016
The call for effective instructional and classroom management is frequent within the professional literature. However, type, amount, and sequence of strategies sufficient to impact rates of problem behavior are often missing or listed with limited guidance on differentiation based on student pattern of problem behavior. The purpose of this study…
Descriptors: Teaching Methods, Intervention, Behavior Problems, At Risk Students
The Effectiveness of Two Universal Behavioral Supports for Children with Externalizing Behavior in Head Start Classrooms
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Smith, Sandra Covington; Lewis, Timothy J.; Stormont, Melissa – Journal of Positive Behavior Interventions, 2011
To add to the emerging early intervention research on universal supports for children, the purpose of this study was to investigate the effectiveness of an intervention designed to increase teachers' use of two universal behavioral supports on target children's behavior. The children targeted for this study were at elevated risk for problem…
Descriptors: Feedback (Response), Student Behavior, Early Intervention, Maintenance
Description of an Iterative Process for Intervention Development
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Kern, Lee; Evans, Steven W.; Lewis, Timothy J. – Education and Treatment of Children, 2011
Recent efforts to improve American educational practices have focused on determining the efficacy of interventions and instructional practices via randomized controlled trials. Aligned with this effort, the Institute for Education Sciences (IES), the primary funding agency for experimental research in education, has organized grant funding into…
Descriptors: Intervention, Educational Practices, Interpersonal Competence, Teaching Methods
Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies: Comparisons among High- and Low-Risk Elementary Schools
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Stichter, Janine P.; Lewis, Timothy J.; Whittaker, Tiffany A.; Richter, Mary; Johnson, Nanci W.; Trussell, Robert P. – Journal of Positive Behavior Interventions, 2009
The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35…
Descriptors: Classroom Techniques, Elementary Schools, General Education, Elementary School Teachers