The focus of this qualitative research study is the examination of academic interventions implemented by special education behavioral teachers, special education behavioral paraprofessionals, and general education teachers who work daily with students with emotional disturbance. "Which academic interventions did special education behavioral…

In recent years teachers within the classroom have experienced an increase in the off-task behaviors of students. The purpose of this action research project was to increase on-task behavior through development of classroom social skills. The causes may be a lack of social skills, outside influences, presentation of materials, students not…

Although experts in early childhood mental health services make clear the need to infuse mental health services into all program components, many have suggested that the mental health services in the majority of Head Start programs are narrowly focused and that mental health consultants are often used in limited ways (see D. J. Cohen, Solnit, &…

The integration of primary, secondary, and tertiary interventions through positive behavior supports (PBS) can provide benefit for students, staff, and families (Bohanon et al., 2006; Turnbull et al., 2002). However, there is limited application of PBS to high schools settings (Sugai, Flannery, & Bohanon, 2004). However, preliminary data is…

Previous research has suggested that the understanding of modesty--downplaying one's achievements to evoke a positive social evaluation--develops in the primary school years. However, very little is known about how children's understanding of modesty is associated with social contextual factors, such as audience type. A sample of 92 children aged…

This article provides an analysis of issues related to personal "dignity" and social validity in schools. Specifically, dignity is defined in terms of individual success and independence, while "social validity" is defined in terms of the system as a whole. These definitions are explored in the context of schoolwide systems of positive behavior…

This article responds to the need to synthesize theory and research in educational psychology by introducing the Thriving with Social Purpose (TSP) conceptual framework. TSP results when the four components of human motivation--goals, capability beliefs, context beliefs, and emotions--are amplified in dynamic, mutually reinforcing patterns. The…

Educators from four states participated in a pilot study to enhance and field-test an assessment guide for assisting teams in creating student-centered behavior plans. The assessment guide attempts to consciously match the multi-layered tenets of positive behavior support with the behavioral intervention and support process for maximum…

The journey children make from tube feeding to oral feeding is personal for each child and family. There is a sequence of predictable plateaus that children climb as they move toward orally eating. By better understanding this sequence, parents and children can maximize the development, learning, enjoyment and confidence at each plateau. The…

The effects of positive, negative and neutral reinforcement conditions upon the manual dexterity test scores of adult retardates were assessed in a sheltered workshop setting. (Author)

Candy or sugary rewards present serious problems of dental decay and overweight for the handicapped child who may not be able to brush and floss his teeth thoroughly. (CL)

The social interactions of three children were studied in a nursery school classroom. Collections of cards termed "mixies" were used as response consequences. By the third session, each child performed target behavior everytime he had an opportunity to do so. (HMV)

THIS STUDY TESTED METHODS OF INCREASING TASK-ORIENTED BEHAVIOR OF INATTENTIVE SECOND-GRADE PUPILS TO HELP DEVELOP EFFECTIVE WORK HABITS AND ATTITUDES AT AN EARLY AGE. THE ASSUMPTION WAS MADE THAT THE INATTENTIVE BEHAVIOR OF PUPILS WAS MAINTAINED, IN PART, BY THE REINFORCEMENT UNINTENTIONALLY PROVIDED BY FREQUENT TEACHER REMINDERS FOR THE CHILD TO…

The hypothesis that teacher reinforcement behavior has a different effect on "internal" children (those who believe that they can affect their environment through their own behavior) than on "external" children (those who feel controlled by fate or influences much stronger than themselves) is the basis of this study. This hypothesis is derived…