Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 8 |
| Since 2007 (last 20 years) | 13 |
Descriptor
Source
Author
Publication Type
| Reports - Research | 11 |
| Journal Articles | 10 |
| Dissertations/Theses -… | 1 |
| Reports - Evaluative | 1 |
Education Level
| Junior High Schools | 13 |
| Middle Schools | 13 |
| Secondary Education | 13 |
| Elementary Education | 8 |
| High Schools | 3 |
| Grade 6 | 2 |
| Grade 7 | 2 |
| Grade 8 | 2 |
| Grade 9 | 1 |
| Intermediate Grades | 1 |
Audience
Location
| Georgia (Atlanta) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkKlingbeil, David A.; Dart, Evan H.; Schramm, Amber L. – Journal of Positive Behavior Interventions, 2019
Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…
Descriptors: Intervention, Student Behavior, Behavior Modification, Positive Behavior Supports
Klingbeil, David A.; Dart, Evan H.; Schramm, Amber L. – Grantee Submission, 2018
Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address…
Descriptors: Intervention, Student Behavior, Behavior Modification, Positive Behavior Supports
Dana Renee Speight – ProQuest LLC, 2018
Disproportionality in discipline has been well-documented in the research literature (Achilles, McLaughlin, & Croninger, 2007; Losen & Gillespie, 2012; Gregory, Skiba, & Mediratta, 2017; Skiba, Peterson, & Williams, 1997). Students from diverse ethnic backgrounds and students with disabilities are removed from their classrooms more…
Descriptors: Program Implementation, Intervention, Adolescents, Student Behavior
Reeves, Linda M.; Ferro, Jolenea B.; Umbreit, John; Liaupsin, Carl J. – Education and Training in Autism and Developmental Disabilities, 2017
Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do…
Descriptors: Autism, Pervasive Developmental Disorders, Functional Behavioral Assessment, Behavior Modification
Ritchotte, Jennifer; Rubenstein, Lisa; Murry, Francie – Gifted Child Today, 2015
Underachievement often begins in middle school for gifted students. Unfortunately, there is no single intervention that will ameliorate underachievement for all gifted students. To date, interventions aimed at reversing the underachieving behaviors of gifted middle school students have been inconsistent and inconclusive. To create an effective…
Descriptors: Academically Gifted, Middle School Students, Underachievement, Intervention
Kristine E. Larson; Elise T. Pas; Catherine P. Bradshaw; Michael S. Rosenberg; Norma L. Day-Vines – Grantee Submission, 2018
The discipline gap between White students and students of color has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…
Descriptors: Student Behavior, Culturally Relevant Education, Teaching Models, Teaching Methods
Kristine E. Larson; Elise T. Pas; Catherine P. Bradshaw; Michael S. Rosenberg; Norma L. Day-Vines – School Psychology Review, 2018
The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…
Descriptors: Student Behavior, Culturally Relevant Education, Teaching Models, Teaching Methods
Walker, Virginia L.; Snell, Martha E. – Focus on Autism and Other Developmental Disabilities, 2017
The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention,…
Descriptors: Functional Behavioral Assessment, Behavior Modification, Behavior Problems, Positive Behavior Supports
Ramsey, Michelle L.; Jolivette, Kristine; Kennedy, Christina; Fredrick, Laura D.; Williams, Camille D. – Journal of Classroom Interaction, 2017
Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…
Descriptors: Behavior Problems, Antisocial Behavior, Student Behavior, Adolescents
Turtura, Jessica E.; Anderson, Cynthia M.; Boyd, R. Justin – Journal of Positive Behavior Interventions, 2014
Multitier prevention systems consist of a continuum of interventions to address the needs of all students. Within such systems, Tier I supports are in place for all students and are designed to enhance prosocial (social behavior interventions) and academic (instructional interventions) skills. Tier II interventions supplement the Tier I…
Descriptors: Middle School Students, Intervention, Behavior Problems, Student Behavior
Strickland-Cohen, M. Kathleen; Kennedy, Patrick C.; Berg, Tricia A.; Bateman, Lisa J.; Horner, Robert H. – Journal of Emotional and Behavioral Disorders, 2016
For decades, research has shown that function-based support is effective in reducing the frequency and severity of problematic student behaviors. One way for schools and districts to implement these supports effectively is by building local capacity to intervene with function-based interventions at the first signs of persistent problem behavior…
Descriptors: School Districts, Functional Behavioral Assessment, Student Behavior, Positive Behavior Supports
Rasheed, Saleem A.; Fore, Cecil, III; Jones, Arthur; Smith, Latisha – Journal of the American Academy of Special Education Professionals, 2012
The research literature on the use of Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP) for students with emotional/behavioral disorders, who present problem classroom behaviors for use in the schools, is well documented. There are school-wide, district-wide, and state-wide plans that are currently being…
Descriptors: Functional Behavioral Assessment, Self Management, Emotional Disturbances, Behavior Disorders
Whitford, Denise K.; Liaupsin, Carl J.; Umbreit, John; Ferro, Jolenea B. – Education and Treatment of Children, 2013
A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the…
Descriptors: Functional Behavioral Assessment, Learning Disabilities, Attention Deficit Hyperactivity Disorder, High School Students
