NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 5 results
Preliminary Psychometric Properties of the BEST in CLASS Adherence and Competence Scale
Peer reviewed Peer reviewed
Direct linkDirect link
Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Abrams, Lisa M.; Smith, Meghan M. – Journal of Emotional and Behavioral Disorders, 2014
The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…
Descriptors: Psychometrics, Competence, Emotional Disturbances, Behavior Disorders
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students with Emotional or Behavioral Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Sutherland, Kevin S.; Snyder, Angela – Journal of Emotional and Behavioral Disorders, 2007
The purpose of this study was to examine the effects of an intervention involving reciprocal peer tutoring and self-graphing of reading data on the disruptive behavior, active responding, and reading fluency of students with emotional or behavioral disorders (EBD). Four middle school students with EBD participated in this research. Results…
Descriptors: Middle School Students, Student Behavior, Intervention, Tutoring
The Effect of Varying Rates of Opportunities To Respond to Academic Requests on the Classroom Behavior of Students with EBD.
Peer reviewed Peer reviewed
Sutherland, Kevin S.; Alder, Nora; Gunter, Philip L. – Journal of Emotional and Behavioral Disorders, 2003
This study examined effects of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of nine elementary school students with emotional and behavioral disorders (EBD). Results indicated the increased response opportunities resulted in increased correct responses and task engagement and decreased…
Descriptors: Behavior Change, Behavior Disorders, Elementary Education, Emotional Disturbances
Examination of the Relationship between Teacher Praise and Opportunities for Students with EBD To Respond to Academic Requests.
Peer reviewed Peer reviewed
Sutherland, Kevin S.; Wehby, Joseph H.; Yoder, Paul J. – Journal of Emotional and Behavioral Disorders, 2002
This study examined the relationship between opportunities to respond (OTR) to academic requests and teacher praise in 20 classrooms for students with emotional and/or behavior disorders using time-window sequential analysis. Results suggest that: (1) a summary-level relationship represented by a significant positive correlation and (2) a…
Descriptors: Behavior Disorders, Elementary Education, Emotional Disturbances, Positive Reinforcement
Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD.
Peer reviewed Peer reviewed
Sutherland, Kevin S.; Wehby, Joseph H.; Copeland, Susan R. – Journal of Emotional and Behavioral Disorders, 2000
A study examined the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of nine elementary students with emotional and behavioral disorders and the effect of increased rates of behavior-specific praise on students' on-task behavior, which increased when behavior-specific praise increased and…
Descriptors: Behavior Change, Behavior Disorders, Classroom Communication, Elementary Education