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Direct linkFussy, Brooklyne – ProQuest LLC, 2017
Decreasing gang activity in inner city neighborhoods is an essential component to reducing violence and improving our society as a whole. This study was conducted to help generate awareness and a better understanding as to how schools can be best utilized as a protective factor against youth gang activity. The participants consisted of 6 educators…
Descriptors: Prevention, Teacher Attitudes, Juvenile Gangs, Youth Problems
Download full textSavage, M. N. – National Professional Development Center on Autism Spectrum Disorders, 2017
This evidence-based practice overview on Differential Reinforcement (DR) 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 "DR Evidence-base" details…
Descriptors: Evidence Based Practice, Reinforcement, Behavior Modification, Early Intervention
Peer reviewedMoreno, Gerardo; Wong-Lo, Mickie; Bullock, Lyndal M. – Preventing School Failure, 2014
The student population across U.S. schools has become increasingly diverse and has presented educators with a number of concerns in assisting students demonstrating challenging behaviors. Educators have historically had difficulties in distinguishing between cultural differences and genuine indicators of emotional and behavioral disorders. It is…
Descriptors: Student Diversity, Behavior Problems, Functional Behavioral Assessment, Student Needs
Gage, Nicholas A.; Lewis, Timothy J. – Journal of Special Education, 2014
The identification of evidence-based practices continues to provoke issues of disagreement across multiple fields. One area of contention is the role of single-subject design (SSD) research in providing scientific evidence. The debate about SSD's utility centers on three issues: sample size, effect size, and serial dependence. One potential…
Descriptors: Hierarchical Linear Modeling, Meta Analysis, Research Design, Sample Size
Gardner, Trevor – Phi Delta Kappan, 2014
A California high school develops a Student Justice Panel to hear student concerns about violations of the student code, providing students with a way to not just have a voice but to effect change in how students are disciplined. Restorative justice gives students a feeling of fairness and responsibility for appropriate behavior. Restorative…
Descriptors: Discipline Policy, Discipline, Student Empowerment, High School Students
Lacey, Anna; Cornell, Dewey G. – Journal of School Violence, 2016
Bully victimization is associated with lower academic performance for individual students; however, less is known about the impact of bullying on the academic performance of the school as a whole. This study examined how retrospective administrator reports of both the prevalence of teasing and bullying (PTB) and the use of evidence-based bullying…
Descriptors: Bullying, State Policy, Administrator Attitudes, Testing Programs
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Self-management systematizes self-regulation strategies for learners with autism spectrum disorder (ASD) in order for learners with ASD to learn the rules and norms needed to act appropriately in a given situation. Self-regulation strategies can include self-monitoring, self-reflection, and adapting to a given context. Self-management is both a…
Descriptors: Self Management, Evidence Based Practice, Autism, Pervasive Developmental Disorders
Minahan, Jessica; Schultz, Jerome J. – Phi Delta Kappan, 2015
Teachers who understand anxiety and its effect on a student's learning and behavior, and use a few common strategies in different and more effective ways, will be less frustrated and more effective in their work with anxious or emotionally fragile students.
Descriptors: Intervention, Anxiety, Barriers, Student Behavior
Rispoli, Mandy; Burke, Mack D.; Hatton, Heather; Ninci, Jennifer; Zaini, Samar; Sanchez, Lisa – Journal of Positive Behavior Interventions, 2015
Trial-based functional analysis (TBFA) is a procedure for experimentally identifying the function of challenging behavior within applied settings. The purpose of this study was to examine the effects of a TBFA teacher-training package in the context of two Head Start centers implementing programwide positive behavior support (PWPBS). Four Head…
Descriptors: Early Childhood Education, Federal Programs, Teacher Education, Positive Reinforcement
Dufrene, Brad A.; Harpole, Lauren Lestremau; Sterling, Heather E.; Perry, Erin J.; Burton, Britney; Zoder-Martell, Kimberly – Child & Family Behavior Therapy, 2013
This study included brief functional analyses and treatment for motor tics exhibited by two children with Tourette Syndrome. Brief functional analyses were conducted in an outpatient treatment center and results were used to develop individualized habit reversal procedures. Treatment data were collected in clinic for one child and in clinic and…
Descriptors: Behavior Modification, Clinics, Functional Behavioral Assessment, Behavior Problems
Chai, Zhen; Lieberman-Betz, Rebecca – TEACHING Exceptional Children, 2016
Challenging behavior can be defined as any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults. It is generally accepted in young children that challenging behaviors serve some sort of communicative purpose--to…
Descriptors: Behavior Problems, Young Children, Parent Role, Family Environment
O'Reilly, Mark; Fragale, Christina; Gainey, Summer; Kang, Soyeon; Koch, Heather; Shubert, Jennifer; El Zein, Farah; Longino, Deanna; Chung, Moon; Xu, Ziwei; White, Pamela; Lang, Russell; Davis, Tonya; Rispoli, Mandy; Lancioni, Giulio; Didden, Robert; Healy, Olive; Kagohara, Deborah; van der Meer, Larah; Sigafoos, Jeff – Research in Developmental Disabilities: A Multidisciplinary Journal, 2012
We examined the influence of an antecedent communication intervention on challenging behavior for three students with developmental disorders. Students were taught to request tangible items that were identified as reinforcers for challenging behavior in a prior functional analysis. Individual participant multielement and reversal designs were used…
Descriptors: Behavior Problems, Intervention, Behavior Modification, Disabilities
Dracobly, Joseph D.; Smith, Richard G. – Journal of Applied Behavior Analysis, 2012
This multiple-study experiment evaluated the utility of assessing and treating severe self-injurious behavior (SIB) based on the outcomes of a functional analysis of precursor behavior. In Study 1, a precursor to SIB was identified using descriptive assessment and conditional probability analyses. In Study 2, a functional analysis of precursor…
Descriptors: Self Destructive Behavior, Probability, Behavior Problems, Functional Behavioral Assessment
Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara – Education and Treatment of Children, 2014
In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…
Descriptors: Student Behavior, Functional Behavioral Assessment, Behavior Modification, Observation
May, Michael E.; Sheng, Yanyan; Chitiyo, Morgan; Brandt, Rachel C.; Howe, Abigail P. – Education and Treatment of Children, 2014
There has been considerable emphasis on indirect functional behavior assessments in school settings. However, little research has evaluated the reliability of these methods to identify behavioral function. One indirect measure, the Questions About Behavioral Function (QABF) scale, has yet to be extensively studied in school settings, though…
Descriptors: Functional Behavioral Assessment, Disabilities, Interrater Reliability, Rating Scales
