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Woods, Ruth – International Journal of Qualitative Studies in Education (QSE), 2008
UK schools commonly employ a behavioral discipline method comprising rules, rewards awarded when children follow the rules and sanctions when children break them. To date, this approach has had only limited success in halting classroom disruption (Render, Padilla and Krank, 1989; Riley & Rustique-Forrester, 2002; Gutherson & Pickard,…
Descriptors: Sanctions, Participant Observation, Peer Groups, Discipline Policy
Wolf, Elaine M.; Wolf, Douglas A. – Evaluation Review, 2008
Disciplinary alternative schools have a reputation as gateways to the juvenile and criminal justice systems. The authors conducted an evaluation of an intervention (Strategies for Success) designed to divert seventh-, eighth-, and ninth-grade alternative school students from this gateway. They used propensity score matching and a multivariate…
Descriptors: Nontraditional Education, Attendance Patterns, Multivariate Analysis, Objective Tests
Andrasik, Frank; Schwartz, Mark S. – Behavior Modification, 2006
Headaches are quite common in children and adolescents, and they appear to persist into adulthood in a sizable number of individuals. Assessment approaches (interview, pain diaries, and general and specific questionnaires) and behavioral treatment interventions (contingency management, relaxation, biofeedback, and cognitive behavior therapy) are…
Descriptors: Therapy, Contingency Management, Pediatrics, Functional Behavioral Assessment
Kern, Lee; Gallagher, Patricia; Starosta, Kristin; Hickman, Wesley; George, Michael – Journal of Positive Behavior Interventions, 2006
A critical measure of intervention effectiveness is durability over time. Still, few studies have examined the long-term outcomes of support derived from a functional behavioral assessment as well as enablers and barriers that contribute to or impede successful outcomes. In the current study, a functional behavioral assessment was conducted with a…
Descriptors: Intervention, Developmental Disabilities, Functional Behavioral Assessment, Program Effectiveness
Maag, John W.; Larson, Pamela J. – Education and Treatment of Children, 2004
Functional assessment is a multi-step process that addresses operant variables to develop interventions that are both effective and socially valid. The purpose of this study was to determine whether a general education teacher could conduct functional assessment and treatment in her classroom after receiving training. We report data for one…
Descriptors: General Education, Functional Behavioral Assessment, Behavior Problems
Doyle, David Michael – Journal of Intellectual and Developmental Disability, 2004
This paper differentiates between sexual offending behaviour and challenging behaviour in people with an intellectual disability. There is growing awareness that people with an intellectual disability can perform both classes of behaviour. The definitions of sexual offending and challenging behaviour are almost interchangeable, due to the poor…
Descriptors: Sexual Abuse, Mental Retardation, Functional Behavioral Assessment
Weber, Kimberly P.; Killu, Kim; Derby, K. Mark; Barretto, Anjali – Psychology in the Schools, 2005
The application of functional behavioral assessment (FBA) has become increasingly visible in school settings since its inclusion in the 1997 reauthorization of the Individuals with Disabilities Education Act. Despite the mandate for FBAs within the educational program of students with disabilities displaying behavior problems, the federal…
Descriptors: Functional Behavioral Assessment, Comparative Analysis, Standards, Policy
Eber, Lucille; Breen, Kimberli; Rose, Jennifer; Unizycki, Renee M.; London, Tasha H. – TEACHING Exceptional Children, 2008
If a student has multiple behavior problems that escalate over time and across different settings, school-based problem-solving teams can become quickly overwhelmed, especially when educators identify "setting events" for problem behaviors that have occurred outside of school and are beyond the control of school personnel. Instead of resorting to…
Descriptors: Student Behavior, Student Needs, Special Needs Students, Functional Behavioral Assessment
Clunies-Ross, Penny; Little, Emma; Kienhuis, Mandy – Educational Psychology, 2008
This study investigated the relationship between primary school teachers' self-reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers…
Descriptors: Classroom Techniques, Student Behavior, Stress Management, Stress Variables
Grey, Ian M.; McClean, Brian – Journal of Applied Research in Intellectual Disabilities, 2007
Background: Effectively supporting individuals with intellectual disabilities who display challenging behaviours continues to be a priority for service providers. Person-focused training (PFT) is a model of service delivery which provides staff with skills in functional assessment and intervention development. Existing longitudinal data from a…
Descriptors: Check Lists, Mental Retardation, Functional Behavioral Assessment, Severity (of Disability)
Lane, Kathleen Lynne; Rogers, Leslie A.; Parks, Robin J.; Weisenbach, Jessica L.; Mau, Ann C.; Merwin, Megan T.; Bergman, Wendy A. – Journal of Emotional and Behavioral Disorders, 2007
This article illustrates how to (a) use schoolwide data to monitor student responsiveness to primary and secondary prevention efforts to identify students for tertiary preventions and (b) design, implement, and evaluate a function-based intervention in collaboration with two general education teachers, who served as the primary interventionists.…
Descriptors: Student Behavior, Intervention, Prevention, Behavior Problems
Ghaderi, Ata – Clinical Psychologist, 2007
Cognitive behaviour therapy (CBT) is now suggested to be the treatment of choice for bulimia nervosa. However, it is also known than no more than approximately 50% of patients recover after receiving CBT. When the first-line manual-based treatment fails, the therapist should use other empirically supported treatments, and if they do not work or…
Descriptors: Eating Disorders, Behavior Modification, Problem Solving, Patients
McCluskey, Gillean – International Journal on School Disaffection, 2010
This paper explores some key findings from the recent two-year evaluation of a national pilot to introduce Restorative Practices (RP) in Scottish schools. A Restorative approach emphasises the human wish to feel safe, to belong, to be respected and to understand and have positive relationships with others. It recognises the fundamental importance…
Descriptors: Young Adults, Adolescents, Change Strategies, Educational Strategies
Barksdale, Crystal L.; Azur, Melissa; Daniels, Amy M. – Journal of Emotional and Behavioral Disorders, 2010
Behavioral and emotional strengths are important to consider when understanding youth mental health and treatment. This study examined the association between youth strengths and functional impairment and whether this association is modified by race/ethnicity. Multinomial logistic regression models were used to estimate the effects of strengths on…
Descriptors: Ethnicity, Race, American Indians, Mental Health
Grimes, Rich – Education Digest: Essential Readings Condensed for Quick Review, 2006
The acronym CHAOS (Caring, Honesty, Accountability, Ownership, and Success), provides the foundation, structure, and relational components for an environment with all school community members focused on one essential goal--the success of all students. In this article, the author discusses the plight of "troubled" students and discusses the need to…
Descriptors: High Risk Students, Intervention, Functional Behavioral Assessment, Altruism