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Peer reviewed
Direct linkCarter, Deborah Russell; Horner, Robert H. – Journal of Positive Behavior Interventions, 2009
This study investigated the effects of adding individualized, function-based support to the well-documented early intervention First Step to Success. A single-subject multiple-baseline design was applied across three K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized…
Descriptors: Early Intervention, Behavior Modification, Functional Behavioral Assessment, Kindergarten
Cowden, Belle Doyle – ProQuest LLC, 2011
Many online classrooms today are designed based on learner-centered principles. Implicit with this design perspective is the goal to create and facilitate a virtual learning community in which students learn from and share with each other through discussion-based computer conferencing. In the current literature, little has been shared on what…
Descriptors: Electronic Learning, Instructional Design, Student Behavior, Online Courses
Flores, Yadira – ProQuest LLC, 2010
This study assessed the influence of the Positive Behavioral Interventions and Support (PBIS) discipline system on disciplinary referrals, (ODRs), suspensions, academic improvement and attendance in two rural schools. The influence of the PBIS system on the variables of interest was assessed for all students combined and subsequently between…
Descriptors: African American Students, Ethnicity, Rural Schools, Academic Achievement
Download full textWhat Works Clearinghouse, 2010
The "Lovaas Model of Applied Behavior Analysis" is a type of behavioral therapy that initially focuses on discrete trials: brief periods of one-on-one instruction, during which a teacher cues a behavior, prompts the appropriate response, and provides reinforcement to the child. Children in the program receive an average of 35 to 40 hours…
Descriptors: Intervention, Disabilities, Emotional Development, Cognitive Development
Urban Education Collaborative, 2010
Though elementary and secondary schools remain among the safest places for children, school safety concerns continue to garner considerable attention from school and community stakeholders, as well as policymakers. As affirmed in the No Child Left Behind Act of 2001 (NCLB), it is clear that all children need a safe environment in which to learn…
Descriptors: School Safety, Child Health, Elementary Secondary Education, Federal Legislation
Kim, Taik – Educational Research Quarterly, 2010
The local Gaining Early Awareness and Readiness for Undergraduate Programs (GEARUP) partnership serves 11 K-8 schools with the lowest achievement scores and the highest poverty rates in a large Midwestern urban district. Recently, GEARUP launched a specially designed teaching program, Mathematics Enhancement Group (MEG), for underachievers in…
Descriptors: Urban Schools, Study Habits, Student Behavior, Poverty
Marchant, Michelle; Christensen, Lynnette; Womack, Sue; Conley, Laura; Fisher, Adam – Education Research and Perspectives, 2010
This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building…
Descriptors: Discipline, Behavior Disorders, Professional Development, Educational Practices
Evans, Ian M. – Child & Family Behavior Therapy, 2010
Affective priming is a technique used in experimental psychology to investigate the organization of emotional schemata not fully available to conscious awareness. The presentation of stimuli (the prime) with strong positive emotional valence alters the accessibility of positive stimuli within the individual's emotionally encoded cognitive system.…
Descriptors: Stimuli, Caregivers, Behavior Modification, Child Behavior
Dunlap, Glen; Carr, Edward G.; Horner, Robert H.; Koegel, Robert L.; Sailor, Wayne; Clarke, Shelley; Koegel, Lynn Kern; Albin, Richard W.; Vaughn, Bobbie J.; McLaughlin, Darlene Magito; James, Kim Mullen; Todd, Anne W.; Newton, J. Stephen; Lucyshyn, Joseph; Griggs, Peter; Bohanon, Hank; Choi, Jeong Hoon; Vismara, Laurie; Minjarez, Mendy Boettcher; Buschbacher, Pamelazita; Fox, Lise – Behavioral Disorders, 2010
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive…
Descriptors: Intervention, Quality of Life, Behavior Modification, Rating Scales
Shumate, Emily D.; Wills, Howard P. – Education and Treatment of Children, 2010
Although there is a growing body of literature on the use of functional analysis in schools, there is a need for more demonstrations of this technology being used during the course of typical instruction. In this study, we conducted functional analyses of disruptive and off-task behavior in a reading classroom setting for 3 participants of typical…
Descriptors: Behavior Problems, Intervention, Reading Failure, Reinforcement
Legere, Elizabeth J.; Conca, Lydia M. – TEACHING Exceptional Children, 2010
Within a short time span, response to intervention (RTI) has altered how educators serve students with reading difficulties. Its impact is most evident at the primary level, where the focus is on limiting referrals to special education by preventing reading difficulties. Educators have paid less attention to exploring how to use RTI with older…
Descriptors: Reading Difficulties, Intervention, Individualized Reading, Learning Disabilities
Frey, Andy J.; Lee Park, Kristy; Browne-Ferrigno, Tricia; Korfhage, Tara L. – Journal of Positive Behavior Interventions, 2010
In preschool settings, the majority of interventions are individualized for children at high risk for challenging behavior. However, a few early childhood sites have begun to conceptualize and implement prevention and intervention initiatives modeled after the principles and key features associated with school-wide positive behavior support. In…
Descriptors: Focus Groups, Behavior Modification, Validity, Teacher Surveys
Davies, Susan C.; Jones, Kevin M.; Rafoth, Mary A. – Journal of Applied School Psychology, 2010
The purpose of this study was to examine the effects of a self-monitoring intervention on teachers' direct behavior ratings of 3 students with traumatic brain injury. The authors used a multiple-baseline-across-participants design to evaluate the effect of the strategy on each child's classwork and classroom behavior. The self-monitoring strategy…
Descriptors: Head Injuries, Neurological Impairments, Brain, Self Management
Self, Trisha L.; Hale, LaDonna S.; Crumrine, Daiquirie – Language, Speech, and Hearing Services in Schools, 2010
Purpose: The purpose of this tutorial is to provide speech-language pathologists (SLPs) with general information regarding the most commonly prescribed medications for children with autism spectrum disorder (ASD; e.g., central nervous system stimulants, noradrenergic reuptake inhibitors, alpha-2 adrenergic agonists, antipsychotics,…
Descriptors: Intervention, Autism, Speech Language Pathology, Anatomy
Diken, Ibrahim H.; Cavkaytar, Atilla; Batu, E. Sema; Bozkurt, Funda; Kurtyilmaz, Yildiz – Emotional & Behavioural Difficulties, 2010
This study examined the effectiveness of the First Step to Success (FSS) early intervention program for preventing antisocial behavior in Turkey. Participants included 24 students, their teachers and parents from four K-8 elementary schools. The experimental group included 12 targeted students (four kindergarten, four first-grade and four…
Descriptors: Early Intervention, Antisocial Behavior, Program Effectiveness, Foreign Countries
