Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 2 |
Descriptor
Author
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Grade 5 | 3 |
| Elementary Education | 2 |
| Grade 4 | 2 |
| Grade 1 | 1 |
| Grade 10 | 1 |
| Grade 11 | 1 |
| Grade 12 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| More ▼ | |
Audience
Location
| New Jersey | 1 |
| New York | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Early Childhood Environment… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Direct linkFarkas, Melanie S.; Simonsen, Brandi; Migdole, Scott; Donovan, Mary E.; Clemens, Katharine; Cicchese, Victor – Journal of Emotional and Behavioral Disorders, 2012
The paucity of research investigating the effectiveness of universal behavioral strategies for supporting students in alternative educational settings is of great concern. However, a growing literature base supporting schoolwide positive behavioral support interventions (SWPBS) has been encouraging. This program evaluation provides additional…
Descriptors: Outcome Measures, Outcomes of Education, Validity, Behavior Modification
Reddy, Linda A.; Fabiano, Gregory A.; Dudek, Christopher M. – Journal of Psychoeducational Assessment, 2013
The present study is an initial investigation of the concurrent validity of a new assessment, the Classroom Strategies Scale (CSS version 2.0) for Elementary School--Observer Form. The CSS assesses teachers' use of instructional and behavioral management strategies. In the present study, the CSS is compared to the Classroom Assessment Scoring…
Descriptors: Teacher Behavior, Educational Assessment, Instruction, Validity
Daunic, Ann P.; Smith, Stephen W.; Brank, Eve M.; Penfield, Randall D. – Journal of School Psychology, 2006
Classroom teachers need effective, efficient strategies to prevent and/or ameliorate destructive student behaviors and increase socially appropriate ones. During the past two decades, researchers have found that cognitive strategies can decrease student disruption/aggression and strengthen pro-social behavior. Following preliminary pilot work, we…
Descriptors: High Risk Students, Grade 5, Behavior Problems, Validity
