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Implementing Positive Behavior Support within Preschool Settings: Group Functional Assessment and CW-FIT
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Dearbhaile Mahon; Ciara Gunning; Jennifer Holloway; Helena Lydon – Journal of Positive Behavior Interventions, 2020
Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that…
Descriptors: Preschool Education, Student Behavior, Behavior Problems, Positive Behavior Supports
Using the Good Behavior Game to Decrease Disruptive Behavior While Increasing Academic Engagement with a Headstart Population
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Brandy Marie Hunt – ProQuest LLC, 2012
The Good Behavior Game (GBG) has been widely supported as an effective intervention to alter a variety of target behaviors, in various settings, with varying age groups; however, there are areas warranting further investigation. Prior to the present study, no study has examined the GBG's effectiveness in decreasing disruptive behaviors while…
Descriptors: Intervention, Behavior Modification, Behavior Problems, Preschool Children
Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students
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Algozzine, Bob; Wang, Chuang; White, Richard; Cooke, Nancy; Marr, Mary Beth; Algozzine, Kate; Helf, Shawnna S.; Duran, Grace Zamora – Exceptional Children, 2012
This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…
Descriptors: Disabilities, Emergent Literacy, Discipline, Program Effectiveness
Case Studies Using Functional Analysis for Young Children with Behavior Risks.
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Kamps, Debra M.; And Others – Education and Treatment of Children, 1995
Case studies were conducted of 10 children (ages 4-6) with behavior risks. Hypotheses regarding the function and maintenance of misbehaviors suggested that children received immediate tangible rewards, children received interaction with the teacher, and children received increased attention from adults. Intervention to counter these functions…
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Behavioral Science Research
Intensive Behavioral Treatment for Preschoolers with Severe Mental Retardation and Pervasive Developmental Disorder.
Smith, Tristram; Eikeseth, Svein; Klevstrand, Morten; Lovaas, O. Ivar – American Journal on Mental Retardation, 1997
A study accessed the outcomes achieved by preschoolers with both severe mental retardation and autistic features who received intensive Lovass (O Ivar) behavioral treatment (n=11) and those who received minimal treatment (n=10). Results found that the intensively treated children obtained a higher mean IQ and evinced more expressive speech.…
Descriptors: Behavior Modification, Cognitive Ability, Developmental Disabilities, Expressive Language
Home-Based Behavioral Treatment of Young Children with Autism.
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Sheinkopf, Stephen J.; Siegel, Bryna – Journal of Autism and Developmental Disorders, 1998
This study evaluated the impact of intensive behavioral treatment by parents in the home setting on the development of 11 young autistic children. Compared to a control group, the children had significantly higher posttreatment IQ scores. Smaller, but statistically significant effects on symptom severity were also found, although experimental…
Descriptors: Autism, Behavior Modification, Developmental Disabilities, Disability Identification