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Showing 1 to 15 of 22 results Save | Export
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Dearbhaile Mahon; Ciara Gunning; Jennifer Holloway; Helena Lydon – Journal of Positive Behavior Interventions, 2020
Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that…
Descriptors: Preschool Education, Student Behavior, Behavior Problems, Positive Behavior Supports
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Conklin, Carl G.; Kamps, Debra; Wills, Howard – Journal of Behavioral Education, 2017
Students with challenging, disruptive behavior have difficulty learning in school, and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is an evidence-based approach that teachers can use to prevent and reduce problem behavior and increase prosocial…
Descriptors: Behavior Problems, Behavior Modification, Functional Behavioral Assessment, Intervention
Naylor, Anna Schmidt; Kamps, Debra; Wills, Howard – Education and Treatment of Children, 2018
The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…
Descriptors: Intervention, Contingency Management, Time on Task, Student Behavior
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Buckley, Trevor W.; Ente, Angela P.; Ruef, Michael B. – Journal of Positive Behavior Interventions, 2014
As the diagnoses of autism in young children continually increase, the need for families to have access to research-based treatment models that are effective and efficient has become clear. Current research demonstrates the demand for parent-delivered behavioral interventions. The aim of this single-case study, conducted as part of an integrated…
Descriptors: Quality of Life, Family Environment, Parent Education, Autism
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Fruth, Jason D. – Reading Improvement, 2014
This quantitative study addresses the problem of reading and behavioral performance in elementary school by examining the impact of a universal preventive intervention on both the proximal and distal outcomes of students in the fourth grade at a mid-western elementary school. These proximal outcomes (disruptions per student per hour) were measured…
Descriptors: Statistical Analysis, Reading Difficulties, Behavior Problems, Elementary School Students
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Kamps, Debra; Wills, Howard P.; Heitzman-Powell, Linda; Laylin, Jeff; Szoke, Carolyn; Petrillo, Tai; Culey, Amy – Journal of Positive Behavior Interventions, 2011
The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…
Descriptors: Student Behavior, Intervention, Behavior Disorders, Reinforcement
Brandy Marie Hunt – ProQuest LLC, 2012
The Good Behavior Game (GBG) has been widely supported as an effective intervention to alter a variety of target behaviors, in various settings, with varying age groups; however, there are areas warranting further investigation. Prior to the present study, no study has examined the GBG's effectiveness in decreasing disruptive behaviors while…
Descriptors: Intervention, Behavior Modification, Behavior Problems, Preschool Children
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Dwyer, Kelly; Rozewski, Danielle; Simonsen, Brandi – Journal of Emotional and Behavioral Disorders, 2012
Individuals who engage in problem behavior should be taught an appropriate behavior that meets the same function and replaces the problem behavior. Often, there are several appropriate replacement behaviors, and guidance is needed to choose among them. This study employs a hybrid single subject design with a baseline, alternating treatments, and…
Descriptors: Behavior Change, Behavior Problems, Comparative Analysis, Task Analysis
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Elswick, Susan; Casey, Laura Baylot – Beyond Behavior, 2011
Positive educational outcomes often include success in reading, math, and writing, which are beneficial skills that will assist students in school and beyond. However, in education it is important that the classroom focus not only on subject and content-specific learning, but also on behavior and societal expectations for following rules. When…
Descriptors: Classroom Techniques, Educational Objectives, Outcomes of Education, Intervention
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McCurdy, Barry L.; Lannie, Amanda L.; Barnabas, Ernesto – Journal of School Psychology, 2009
Non-classroom settings are often the most violence-prone areas within a school. This study investigated the impact of an interdependent group contingency on the disruptive behaviors of students in grades K-6 in an urban school cafeteria. Nine female noontime aides and National School and Community Corps staff members implemented the Lunchroom…
Descriptors: Urban Schools, Behavior Problems, Antisocial Behavior, Prevention
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Algozzine, Bob; Wang, Chuang; White, Richard; Cooke, Nancy; Marr, Mary Beth; Algozzine, Kate; Helf, Shawnna S.; Duran, Grace Zamora – Exceptional Children, 2012
This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…
Descriptors: Disabilities, Emergent Literacy, Discipline, Program Effectiveness
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Little, M. Annette; Lane, Kathleen Lynne; Harris, Karen R.; Graham, Steve; Story, Mary; Sandmel, Karin – Behavioral Disorders, 2010
The present study replicates and extends previous research regarding the effects of self-regulated strategy development (SRSD) within a school wide positive behavior support model among students with writing difficulties who also had either internalizing or externalizing behavior patterns. Two multiple-probe designs, involving 13 second-grade…
Descriptors: Writing Difficulties, Behavior Patterns, Behavior Modification, Rating Scales
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Cheney, Douglas A.; Stage, Scott A.; Hawken, Leanne S.; Lynass, Lori; Mielenz, Christine; Waugh, Maryann – Journal of Emotional and Behavioral Disorders, 2009
Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the "Check, Connect, and Expect" (CCE) program. The CCE program combined the essential intervention procedures of the "Check & Connect Program" and the "Behavior Education…
Descriptors: Behavior Problems, Intervention, Academic Achievement, At Risk Students
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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
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Watson, T.; Dufrene, Brad; Weaver, Adam; Butler, Tonya; Meeks, Caroline – Behavior Modification, 2005
The purpose of this study was to determine if specific classroom antecedents were associated with motor and vocal tics in two males diagnosed with Tourette's syndrome. A functional assessment consisting of teacher and student interviews, direct observations, brief functional analysis, and confirmatory naturalistic observations indicated that…
Descriptors: Habit Formation, Behavior Problems, Neurological Impairments, Functional Behavioral Assessment
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