Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as…

Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created…

This evidence-based practice overview on Response Interruption/Redirection (RIR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "RIR Evidence-base"…

Multi-tiered systems of social behavioral support in schools provide varying levels of intervention matched to student need. Tier I (primary or universal) systems are for all students and are designed to promote pro-social behavior. Tier III (tertiary or intensive) supports are for students who engage in serious challenging behavior that has not…

Most randomized controlled trials of cognitive-behavioral therapy (CBT) for children with anxiety disorders have evaluated treatment efficacy using recruited samples treated in research settings. Clinical trials in school settings are needed to determine if CBT can be effective when delivered in real world settings. This study evaluated a modular…

Objective: It is well known to clinicians and researchers in the field of alcoholism that patients vary with respect to drinking goal. The objective in this study was to elucidate the contribution of drinking goal to treatment outcome in the context of specific behavioral and pharmacological interventions. Method: Participants were 1,226…

Many teachers have expressed their concern about continuous classroom disruption. Time taken to correct undesired behaviors is reducing the number of instructional minutes in the classroom on a daily basis. Instead of relying solely on classroom rules, the teacher who wishes to implement Positive Behavior Intervention and Supports should use and…

Problematic college student drinking can predict the subsequent development of severe alcohol use patterns. Several theories have proposed that negative affect (NA) plays a large role in the maintenance of substance use behaviors -- a phenomenon supported in laboratory-based and clinical studies. It has been demonstrated that mindfulness…

Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, & Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that…

Some children make impulsive choices (i.e., choose a small but immediate reinforcer over a large but delayed reinforcer). Previous research has shown that delay fading, providing an alternative activity during the delay, teaching participants to repeat a rule during the delay, combining delay fading with an alternative activity, and combining…

Although there are certainly traditions of conducting longitudinal/developmental analyses to trace outcomes of preventive behavior and academic interventions (i.e., traditions that collectively can be referred to as "development through intervention" practices), less attention has been given to combined analyses of the changes behavior…

This case demonstrates the efficacy of utilizing an intensive, multi-faceted behavioral intervention paradigm. A comprehensive, integrative, school-based service model was applied to address attention deficit hyperactivity disorder symptomology, oppositional behaviors, and explosive anger at the secondary level. The case reviews a multi-modal…

Purpose: The purpose of this review is to chronicle the extent to which the Pinkston and colleagues model is utilized in single-parent training group (SPG) interventions in the home environment for children aged 5 to 12 or preadolescent school-aged children. Methods: Several databases were searched electronically and independent full reviews were…

Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…

This study examines seasonal change in child aggressive behavior over 2 calendar years and explores the role of classroom composition on developmental trajectories. Four waves of data were collected in the fall and spring of 2 academic years from a sample of children attending New York City public elementary schools. Using the school calendar year…