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Direct linkHoff, Kathryn E.; Ervin, Ruth A. – Psychology in the Schools, 2013
Notwithstanding the wealth of research that documents the effectiveness of self-management programs in the classroom, few investigations have explored classwide use of self-management procedures as a universal intervention. To extend existing research in this area, we examined the effectiveness of a classwide self-management intervention for…
Descriptors: Classroom Techniques, Self Management, Intervention, Grade 2
Martin, P. A.; Daley, D.; Hutchings, J.; Jones, K.; Eames, C.; Whitaker, C. J. – School Psychology International, 2010
Teacher-pupil relationships do not solely impact children's academic development; they also influence emotional and behavioural development. Positive teacher-pupil relationships help reduce maladaptive behaviour while negative ones can lead to increased academic, social and behavioural difficulties. Identifying and measuring teacher-pupil…
Descriptors: Testing, Foreign Countries, Psychometrics, Classroom Observation Techniques
Peer reviewedLibb, J. Wesley; And Others – Psychological Reports, 1973
Both academic and disruptive behavior in a classroom for children with behavioral problems were monitored under two different procedures for administering token reinforcement. Control may be more efficiently achieved by reinforcing academic behaviors incompatible with disruptive behaviors. (Author/JB)
Descriptors: Academic Achievement, Affective Behavior, Behavior Problems, Classroom Observation Techniques
Download full textCobb, Joseph A.; Hops, Hyman – 1972
The manual, designed particularly for work with acting-out or behavior problem students, describes coding procedures used in the observation of continuous classroom interactions between the student and his peers and teacher. Peer and/or teacher behaviors antecedent and consequent to the subject's behavior are identified in the coding process,…
Descriptors: Behavior Problems, Classroom Observation Techniques, Emotional Disturbances, Exceptional Child Services
Peer reviewedShores, Richard E.; And Others – Psychology in the Schools, 1976
Social interactions between preschool behaviorally handicapped children were measured under three experimental conditions during free-play: (a) active teacher involvement; (b) no teacher involvement; and (c) teacher structured free-play. The results are discussed in terms of their implications for ameliorating social interaction deficits among…
Descriptors: Behavior Problems, Classroom Observation Techniques, Interaction Process Analysis, Play
