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Dunlap, Glen; Kern, Lee; dePerczel, Maria; Clarke, Shelley; Wilson, Diane; Childs, Karen E.; White, Ronnie; Falk, George D. – Behavioral Disorders, 2018
Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance…
Descriptors: Emotional Disturbances, Behavior Disorders, Developmental Disabilities, Elementary School Students
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Dunlap, Glen; Kern, Lee – Behavioral Disorders, 2018
In the 25 years since the publication of the article reprinted in this issue of "Behavioral Disorders", a tremendous amount of research and opinion has been published on the topics of functional analysis, functional assessment, and assessment-based interventions. In this commentary, we reflect on the context in which our original work…
Descriptors: Functional Behavioral Assessment, Behavior Disorders, Barriers, Intervention
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Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S. – Behavioral Disorders, 2018
Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…
Descriptors: Classroom Techniques, Teacher Student Relationship, Student Behavior, Elementary School Students
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Peltier, Corey; Vannest, Kimberly J. – Behavioral Disorders, 2018
The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using…
Descriptors: Mathematics Instruction, Problem Solving, Grade 2, Intervention
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Wexler, Jade; Reed, Deborah K.; Barton, Erin E.; Mitchell, Marisa; Clancy, Erin – Behavioral Disorders, 2018
Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders' generation of main idea statements about…
Descriptors: Reading Instruction, Intervention, Juvenile Justice, Supplementary Education
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Minkos, Marlena L.; Chafouleas, Sandra M.; Bray, Melissa A.; LaSalle, Tamika P. – Behavioral Disorders, 2018
The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior,…
Descriptors: Learner Engagement, Metacognition, Intervention, Behavior Problems
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Horner, Robert H.; Newton, James S.; Todd, Anne W.; Algozzine, Bob; Algozzine, Kate; Cusumano, Dale; Preston, Angela – Behavioral Disorders, 2018
Data-based problem solving is a hallmark of research-supported practices such as positive behavioral interventions and supports. In this study, we provided members of positive behavioral interventions and supports (PBIS) teams from 38 elementary schools with professional development focused on a research-supported problem-solving model…
Descriptors: Problem Solving, Randomized Controlled Trials, Workshops, Intervention
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Roberts, Greg; Scammacca, Nancy; Roberts, Garrett J. – Behavioral Disorders, 2018
Understanding the factors that mediate the effect of educational or behavioral intervention is critical to advancing both research and practice. When properly implemented, mediators add depth to the results of intervention research, indicating why a program works, highlighting ways to enhance its effectiveness, and revealing the elements that are…
Descriptors: Intervention, Influences, Statistical Analysis, Randomized Controlled Trials
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Floress, Margaret T.; Jenkins, Lyndsay N.; Reinke, Wendy M.; McKown, Lorena – Behavioral Disorders, 2018
Many studies have demonstrated that when teachers are trained to increase their use of praise, student misbehavior improves; however, few studies have examined teachers' natural use of praise and no study has examined the relation between teachers' natural use of praise and classroom behavior. The purpose of the current study was to examine…
Descriptors: General Education, Elementary School Teachers, Classroom Techniques, Positive Reinforcement
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Flanagan, Timothy F.; DeBar, Ruth M. – Behavioral Disorders, 2018
A trial-based functional analysis (TBFA) offers several advantages beneficial for classroom settings. TBFA can be completed rapidly, requires fewer resources than traditional functional analyses (FAs), can occur in the natural environment during typically scheduled activities, and involves less intense data collection methods. However, a number of…
Descriptors: Emotional Disturbances, Behavior Disorders, Functional Behavioral Assessment, Behavior Problems
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McDaniel, Sara C.; Lochman, John E.; Tomek, Sara; Powell, Nicole; Irwin, April; Kerr, Shani – Behavioral Disorders, 2018
Students with elevated levels of risk require targeted Tier 2 behavioral interventions that are efficient and effective to prevent the need for more intensive, special education supports. Although Tier 2 is a critical component of multi-tiered systems of support, a paucity of research exists regarding how best to provide evidence-based Tier 2…
Descriptors: Comparative Analysis, Intervention, Emotional Disturbances, Behavior Disorders
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George, Heather Peshak; Cox, Karen Elfner; Minch, Devon; Sandomierski, Therese – Behavioral Disorders, 2018
Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation…
Descriptors: Positive Behavior Supports, Intervention, Outcomes of Education, Fidelity
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Kim, Jerin; McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T. – Behavioral Disorders, 2018
The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K-12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of…
Descriptors: Longitudinal Studies, Positive Behavior Supports, Fidelity, Program Implementation
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Splett, Joni W.; Trainor, Kathryn M.; Raborn, Anthony; Halliday-Boykins, Colleen A.; Garzona, Marlene E.; Dongo, Melissa D.; Weist, Mark D. – Behavioral Disorders, 2018
Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the…
Descriptors: Comparative Analysis, Child Behavior, Rating Scales, Mental Health
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La Salle, Tamika; George, Heather Peshak; McCoach, D. Betsy; Polk, Tiffany; Evanovich, Lauren L. – Behavioral Disorders, 2018
The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the "Georgia Student Health Survey 2.0." Although research examining the link between perceptions of school climate and student…
Descriptors: Educational Environment, Victims, Bullying, Mental Health
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