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Thompson, Travis – Behavior Analyst, 2012
Joseph V. Brady (1922-2011) created behavior-analytic neuroscience and the analytic framework for understanding how the external and internal neurobiological environments and mechanisms interact. Brady's approach offered synthesis as well as analysis. He embraced Findley's approach to constructing multioperant behavioral repertoires that found…
Descriptors: Social Behavior, Ethics, Scientific Research, Behavioral Science Research
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Wilke, Arthur E.; Tarbox, Jonathan; Dixon, Dennis R.; Kenzer, Amy L.; Bishop, Michele R.; Kakavand, Heleya – Research in Autism Spectrum Disorders, 2012
Autism spectrum disorders (ASD) are characterized by the presence of repetitive behavior and stereotyped patterns of interest and activities. It is common for clinicians to assume that repetitive behaviors are maintained by automatic reinforcement but, as with any challenging behavior, the function of stereotypy should not be assumed based on its…
Descriptors: Topography, Autism, Functional Behavioral Assessment, Reinforcement
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Ramsey, Michelle L.; Jolivette, Kristine; Kennedy, Christina; Fredrick, Laura D.; Williams, Camille D. – Journal of Classroom Interaction, 2017
Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…
Descriptors: Behavior Problems, Antisocial Behavior, Student Behavior, Adolescents
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TEACHING Exceptional Children, 2017
In fall 2014, the Council for Exceptional Children's (CEC) Board of Directors approved a proposal from the Professional Standards and Practice Committee (PSPC) to develop a set of high-leverage practices (HLPs) for special education teachers. The CEEDAR Center at the University of Florida, which is funded by the U.S. Department of Education's…
Descriptors: Special Education Teachers, Preservice Teachers, Best Practices, Teacher Effectiveness
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Miller, Faith G.; Lee, David L. – Journal of Behavioral Education, 2013
The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and non-function-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention…
Descriptors: Functional Behavioral Assessment, Attention Deficit Hyperactivity Disorder, Students, Effect Size
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Knoff, Howard M. – Journal of Educational & Psychological Consultation, 2013
Some consultees resist implementing, or implementing with integrity, effective academic or behavioral interventions that their consultants believe are needed to resolve specific student problems. In order to address consultee resistance, it is recommended that consultants complete functional assessments to determine the underlying reasons for the…
Descriptors: Consultation Programs, Resistance (Psychology), Intervention, Program Implementation
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Calhoun, Avery – Prevention Researcher, 2013
Learning about restorative justice involves examining conventional thinking about crime (or wrongdoing generally), values in relation to how people associated with wrongdoing are treated, and best responses when a wrongdoing occurs. In this introductory article, the author highlights key developments in the restorative movement and main…
Descriptors: Juvenile Justice, Best Practices, Delinquent Rehabilitation, Rehabilitation Programs
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Schafer, Erin C.; Mathews, Lauren; Mehta, Smita; Hill, Margaret; Munoz, Ashley; Bishop, Rachel; Moloney, Molly – Journal of Communication Disorders, 2013
The goal of this initial investigation was to examine the potential benefit of a frequency modulation (FM) system for 11 children diagnosed with autism spectrum disorders (ASD), attention-deficit hyperactivity disorder (ADHD), or both disorders through measures of speech recognition performance in noise, observed classroom behavior, and…
Descriptors: Attention Deficit Hyperactivity Disorder, Autism, Student Behavior, Effect Size
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Sazak Pinar, Elif – Educational Sciences: Theory and Practice, 2015
This study examines the effectiveness of fixed-time (FT) and variable-time (VT) schedules and attention on the problem behaviors and on-task behaviors of students with and without intellectual disabilities in inclusive classrooms in Turkey. Three second-grade students with intellectual disabilities, three students without intellectual…
Descriptors: Foreign Countries, Scheduling, Inclusion, Attention Span
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Johnson, LeAnne D.; Monn, Emily – Young Exceptional Children, 2015
The persistence of challenging behaviors for some children highlights a need and an opportunity to explore several key principles of behavioral intervention that are necessary for effective decision- making when more personalized interventions must be layered on top of high-quality universal supports. In the absence of expert support,…
Descriptors: Behavior Problems, Child Behavior, Behavior Modification, Intervention
Ohio Coalition for the Education of Children with Disabilities, 2015
The Individuals with Disabilities Education Act (IDEA) requires that each child identified as a student with a disability be provided free and appropriate education (FAPE). This is accomplished through the implementation of an Individualized Education Program (IEP) developed by parents and school personnel. This plan guides the provision of…
Descriptors: Positive Behavior Supports, Intervention, Disabilities, Educational Legislation
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Davis, Fania – Reclaiming Children and Youth, 2014
Nelson Mandela's adage, "I destroy my enemies when I make them my friends" captures the profoundly inclusive nature of restorative justice (RJ). The hallmark of RJ is intentionally bringing together people with seemingly diametrically opposed viewpoints--particularly people who have harmed with people who have been harmed--in a carefully…
Descriptors: Punishment, Discipline, Discipline Policy, Functional Behavioral Assessment
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Gable, Robert A.; Park, Kristy Lee; Scott, Terrance M. – Education and Treatment of Children, 2014
The use of functional behavioral assessment (FBA) is an effective tool to address a wide range of severe behavior problems of students at risk for or with emotional disabilities (ED). However, the transformation of a procedure proven effective under highly-controlled clinical conditions to a practical and effective strategy for use in applied…
Descriptors: Functional Behavioral Assessment, At Risk Students, Emotional Disturbances, Intervention
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Haight, Courtney M.; Chapman, Gillian V.; Hendron, Marisa; Loftis, Rachel; Kearney, Christopher A. – Psychology in the Schools, 2014
Many schools are faced with the prospect of soaring absenteeism rates, despite the use of traditional truancy courts and other legal interventions. A recent trend in the literature has been to explore alternative, hybrid, and multidisciplinary approaches to address the underlying obstacles to school attendance. These programs are often integrated…
Descriptors: Truancy, At Risk Students, Middle School Students, Program Evaluation
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Schmidt, Jonathan D.; Drasgow, Erik; Halle, James W.; Martin, Christian A.; Bliss, Sacha A. – Journal of Positive Behavior Interventions, 2014
Discrete-trial functional analysis (DTFA) is an experimental method for determining the variables maintaining problem behavior in the context of natural routines. Functional communication training (FCT) is an effective method for replacing problem behavior, once identified, with a functionally equivalent response. We implemented these procedures…
Descriptors: Functional Behavioral Assessment, Autism, Behavior Disorders, Residential Institutions
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