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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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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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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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Gion, Cody; McIntosh, Kent; Smolkowski, Keith – Behavioral Disorders, 2018
The present study examined the extent to which racial disproportionality in office discipline referrals (ODRs) exists between American Indian/Alaska Native (AIAN) and White students in elementary (n = 140), middle (n = 67), and high (n = 48) schools. A multilevel logistic regression model was applied to examine overall levels of ODR…
Descriptors: Racial Differences, American Indian Students, Alaska Natives, White Students
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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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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
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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Ennis, Robin Parks; Jolivette, Kristine; Losinski, Mickey – Behavioral Disorders, 2017
In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed…
Descriptors: Writing Instruction, Prompting, Emotional Disturbances, Behavior Disorders
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Messenger, Mallory; Common, Eric Alan; Lane, Kathleen Lynne; Oakes, Wendy Peia; Menzies, Holly Mariah; Cantwell, Emily D.; Ennis, Robin Parks – Behavioral Disorders, 2017
Increasing students' opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during…
Descriptors: Behavior Problems, Intervention, Program Effectiveness, Learner Engagement
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Losinski, Mickey; Cook, Katie; Hirsch, Shanna; Sanders, Sara – Behavioral Disorders, 2017
In the past decade, the number of children diagnosed with an autism spectrum disorder (ASD) has steadily increased. A common characteristic of ASD is the presence of stereotypical behaviors (e.g., hand flapping, echolalia), which some have suggested may be associated with heightened arousal and/or anxiety. The purpose of this study is to compare…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Therapy
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Bruhn, Allison Leigh; Woods-Groves, Suzanne; Fernando, Josephine; Choi, Taehoon; Troughton, Leonard – Behavioral Disorders, 2017
Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as…
Descriptors: Behavior Problems, Positive Behavior Supports, Intervention, Prevention
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Hartman, Kelsey; Gresham, Frank M.; Byrd, Shelby – Behavioral Disorders, 2017
Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…
Descriptors: Behavior Problems, Screening Tests, Test Validity, Test Reliability
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Gage, Nicholas A.; Adamson, Reesha; MacSuga-Gage, Ashley S.; Lewis, Timothy J. – Behavioral Disorders, 2017
Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified…
Descriptors: Academic Achievement, Emotional Disturbances, Longitudinal Studies, Disabilities
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