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Direct linkHansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R. – Journal of Emotional and Behavioral Disorders, 2014
Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…
Descriptors: Self Management, Self Control, Behavior Problems, Emotional Disturbances
Peer reviewedStanley, Sandra O.; Greenwood, Charles R. – Exceptional Children, 1983
Analysis of academic responding and its instructional correlates for fourth graders in Title I and non-Title I schools revealed that instruction in both groups provided relatively infrequent amounts of academic responding time. This time was significantly lower among minority students in Title I schools. (CL)
Descriptors: Disadvantaged, Minority Groups, Time Factors (Learning), Time on Task
Peer reviewedGreenwood, Charles R.; Terry, Barbara; Marquis, Janet; Walker, Dale – School Psychology Review, 1994
Tests alternative performance-based instructional models of growth in students' academic achievement in elementary schools. Models tested viewed growth in academic achievement as function of exposure to academic subject matter, task quality, and student engagement. Results indicate best fit was achieved by a structural model that includes student…
Descriptors: Academic Achievement, Competency Based Education, Elementary Education, Teaching Methods
Utley, Cheryl A.; Greenwood, Charles R.; Douglas, Katherine – Multiple Voices for Ethnically Diverse Exceptional Learners, 2007
This pilot study examines the effects of the implementation of the Cool Tool, a social skills strategy, on the disruptive and problem behaviors of third-grade (n = 4) and fourth-grade (n = 6) African American students in an urban elementary school. Following the completion of the social skills intervention in both classrooms, the findings of pre-…
Descriptors: African American Students, Intervention, Interpersonal Competence, Behavior Problems
Peer reviewedKohler, Frank W.; Greenwood, Charles R. – Journal of Applied Behavior Analysis, 1990
A classwide peer tutoring procedure was implemented in an urban elementary school classroom of 23 students, to improve students' spelling performance. Results indicated the untrained or collateral tutoring behaviors increased the academic response frequencies of three tutees and the weekly spelling achievement of one target tutee. (Author/DB)
Descriptors: Classroom Techniques, Elementary Education, Instructional Effectiveness, Learning Problems
Peer reviewedGreenwood, Charles R. – Exceptional Children, 1991
This study of 241 students found that at-risk low-socioeconomic status (SES) students involved in classwide peer tutoring from grades 1-3 spent more time in academic instruction and engagement and performed better on Metropolitan Achievement Test subtests than an at-risk control group and a nonrisk comparison group of higher SES students.…
Descriptors: Academic Achievement, High Risk Students, Instructional Effectiveness, Longitudinal Studies
Peer reviewedGreenwood, Charles R.; And Others – Remedial and Special Education (RASE), 1994
This article describes a multistep method for identifying effective teacher-developed instructional procedures and translating them for wide-scale use. The method employs both objective and naturalistic assessments of academic gain and engagement and was used to identify effective practices of teachers of 59 fourth- and fifth-grade students with…
Descriptors: Academic Achievement, Classroom Techniques, Elementary Secondary Education, Evaluation Methods
