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Download full text
Direct linkPinkelman, Sarah E.; Horner, Robert H. – Journal of Positive Behavior Interventions, 2017
The success of function-based interventions depends not just on the quality of procedures but also on the extent to which procedures are implemented as planned. Too often in schools, effort is committed to functional assessment and behavior support plan design, only to be followed by weak implementation. This study used a multiple baseline across…
Descriptors: Functional Behavioral Assessment, Student Behavior, Intervention, Program Implementation
Brown Chidsey, Rachel, Ed.; Andren, Kristina J., Ed. – National Professional Resources, Inc., 2015
Problem-solving assessment is an essential component of multi-tiered systems of support such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS). This authoritative work provides a complete guide to implementing a wide range of problem-solving assessment methods, including: (1) functional behavioral…
Descriptors: Educational Assessment, Intervention, Response to Intervention, Positive Behavior Supports
Hoff, 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
Kamps, Debra; Conklin, Carl; Wills, Howard – Education and Treatment of Children, 2015
The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency…
Descriptors: Self Management, Intervention, Contingency Management, Functional Behavioral Assessment
Wills, Howard P.; Iwaszuk, Wendy M.; Kamps, Debra; Shumate, Emily – Education and Treatment of Children, 2014
This study explored the effects of a group-contingency intervention on student behavior across academic instructional periods. Research suggests group contingencies are evidence-based practices, yet calls for investigation to determine the best conditions and groups suited for this type of intervention. CW-FIT (Class-Wide Function-related…
Descriptors: Student Behavior, Intervention, Evidence, Best Practices
Middle School Discipline: Its Effects and the Perceived Impacts of Alternative Intervention Programs
Samerson, John Stephen – ProQuest LLC, 2010
In New York City, middle school educators experience student behaviors that adversely affect the school environment and academic achievement. These middle school teachers indicate that the current traditional measures used to address these issues are ineffective. As a result, there is now an appeal from these middle school teachers to institute…
Descriptors: Middle Schools, Middle School Teachers, Qualitative Research, Student Behavior
Peer reviewedFox, James J.; Gunter, Philip; Davis, Carol Ann; Brall, Samantha – Preventing School Failure, 2000
This article discusses three major purposes of observation in functional behavioral assessment: to describe and help analyze the classroom events leading to challenging behaviors, to develop and evaluate the accuracy of hypotheses about these triggers, and to evaluate the effectiveness of interventions for challenging behavior developed from the…
Descriptors: Behavior Disorders, Behavior Modification, Classroom Observation Techniques, Elementary Secondary Education
