As the number of schools implementing systemic, schoolwide positive behavior support (PBS) processes expands (nationally, at least 5,000 schools are participating), increasing attention is being paid to the efficacy of implementation. This article describes a case study of the experiences of Florida's Positive Behavior Support Project, which used…

In this article, the authors examined (a) the accuracy of teacher nominations in identifying (N = 178) high school students with externalizing, internalizing, comorbid, and typical behavior patterns, as well as students who were receiving special education services for high-incidence disabilities, (b) the level of treatment fidelity and access to…

Commencing each class session with a class quiz, which emphasizes the previous week's work and is supported by immediate feedback, encourages students to revise their notes ahead of the session, undertake more reading and keep pace with course progression. It reduces the necessity for any spoken review of the previous week's work, provides…

The present study uses the PEM approach to synthesize the effectiveness of treatment on disruptive behaviors and simultaneously tests whether the higher validity of the PEM approach than that of the PND approach is repeatable. A hand search of the "Journal of Applied Behavior Analysis" was conducted, and reference lists from reviewed articles were…

The purpose of this study was to examine the impact of a buddy skills package on the social interactions between a preschooler with autism and her peers. Following baseline, the children participated in 8 sessions of training that focused on the strategies of Play, Stay, and Talk. An intervention consisting of teacher feedback, praise, and picture…

This strategy guide is for mentors, support workers and coaches who are working with school-aged children and youth who are affected by Fetal Alcohol Spectrum Disorder (FASD). In addition to supporting these children and youth at home and in the community, mentors may be involved in advocating for and supporting them at school. This guide…

Now the theory and research behind the positive behavior support (PBS) process--an approach already proven effective in schools and community programs--has been transformed into a practical, easy-to-use guide that's perfect for sharing with parents. Developed by educators and families, this user-friendly handbook offers parents easy-to-follow…

Communication is the cornerstone of any successful leadership enterprise, including education leadership. It is counterintuitive to think that an excellent education leader could possess a keen vision and have no ability to communicate that vision to students and staff members. Discovering and implementing the rules of communicating effectively…

Baron and Galizio (2005) reviewed and updated Michael's (1975) observations concerning the problems surrounding the distinction between positive and negative reinforcement. In the end they concluded that the valence is unjustified. However, despite the fact that the logical and empirical underpinnings of the distinction have been questioned for…

Educators commonly consider praise an example of positive reinforcement. They are correct, but they may also be incorrect because the effect upon students of educators administering praise is influenced by the students themselves. Two situations, at least, exist where praise may not bring about its intended effect. Praise may be inappropriate when…

This study reports on four possible feedback sequences to be used in groups. The acceptance and desirability of the feedback, as well as subjects' endorsement of group attractiveness, are compared for various feedback conditions. (Author)

Evaluated in 198 mothers of 2-year-old normal children was the use and relationship to other variables of positive contact. (CL)

This study investigated the relationship between informal interaction with students and faculty members' perceptions of students. The findings suggest that increased informal interaction is associated not only with more positive expectations of students' intellectual interests and openness but also with the degree of congruence with students' self…

Forty primary school students were randomly assigned into four groups based on the level of pretest approval provision and type of pretest task. The efficacy of social approval as a reinforcing stimulus was then tested on a two-choice discrimination learning task in which every correct response was reinforced by contingent approval presentation.…

The study sought to reduce physical contact among students in a special education classroom and to reduce inappropriate contact with classroom objects or materials. Four students, aged 7-9, who exhibited disruptive classroom behavior, were the subjects. During small-group mathematics instruction, three rules of discipline were explained to the…