NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 952 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Stevenson, Bradley S.; Wood, Charles L.; Iannello, Alana C. – Education and Treatment of Children, 2019
A percentage of individuals with autism and other developmental disabilities engage in severe, dangerous challenging behaviors. Two common approaches for intervening for these behaviors are function-based interventions (FBI), which have been effective at reducing such behaviors, and crisis intervention, which has been shown to increase staff…
Descriptors: Autism, Behavior Disorders, Intervention, Behavior Modification
Peer reviewed Peer reviewed
Direct linkDirect link
Romani, Patrick W.; Donaldson, Antoinette M.; Ager, Abigail J.; Peaslee, Jennifer E.; Garden, Shanna M.; Ariefdjohan, Merlin – Education and Treatment of Children, 2019
Problem behavior occurring during public outings can limit children's participation in these activities and can be disruptive for families. The current study included two children referred for the assessment and treatment of problem behaviors occurring during public outings. Clinic-based functional behavior assessments indicated problem behaviors…
Descriptors: Behavior Problems, Behavior Modification, Functional Behavioral Assessment, Reinforcement
Peer reviewed Peer reviewed
Direct linkDirect link
Davenport, Carrie A.; Alber-Morgan, Sheila R.; Konrad, Moira – Education and Treatment of Children, 2019
This study examined the effects of behavioral skills training (BST) on teachers' implementation fidelity of a reading racetrack (a board game designed to increase sight word fluency) with elementary students identified as struggling readers. BST, an alternative to traditional professional development, is a performance-based protocol incorporating…
Descriptors: Behavior Modification, Reading Instruction, Reading Fluency, Sight Vocabulary
Peer reviewed Peer reviewed
Direct linkDirect link
Hatzenbuhler, Elizabeth G.; Molteni, John D.; Axe, Judah B. – Education and Treatment of Children, 2019
Matrix training is a generative instructional approach where stimulus pairings are taught with the goal of emergent responses occurring without direct instruction. The 4x4 matrix in this study was comprised of 16 characteraction pairs (e.g., princess sleeping, prince climbing) taught and tested in the context of play. The researcher trained peers…
Descriptors: Play, Children, Autism, Pervasive Developmental Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Dueñas, Ana D.; Plavnick, Joshua B.; Maher, Courtney E. – Education and Treatment of Children, 2019
Children with autism spectrum disorder (ASD) often demonstrate deficits in spontaneous language during play and other social interactions. The purpose of this study was to evaluate the efficacy of an instructional procedure that could be used during play to increase tacts by three 4-year-old children with ASD. A multiple-probe across behaviors…
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Play
Peer reviewed Peer reviewed
Direct linkDirect link
Miller, Alexandra A.; Therrien, William J.; Romig, John Elwood – Education and Treatment of Children, 2019
Youth with disabilities are significantly overrepresented in the juvenile justice system, yet they are generally less successful post-release in the domains of recidivism, school completion, and employment as compared to their nondisabled peers. The purpose of this literature review is to identify empirical transition practices that benefit youth…
Descriptors: Recidivism, Youth, Students with Disabilities, Reentry Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H. – Education and Treatment of Children, 2019
Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement,…
Descriptors: Positive Reinforcement, Negative Reinforcement, Classroom Techniques, Emotional Disturbances
Peer reviewed Peer reviewed
Direct linkDirect link
Nemer, Shannon L.; Sutherland, Kevin S.; Chow, Jason C.; Kunemund, Rachel L. – Education and Treatment of Children, 2019
Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student…
Descriptors: Teacher Attitudes, Behavior Problems, Student Behavior, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Common, Eric Alan; Buckman, Mark Matthew; Lane, Kathleen Lynne; Leko, Melinda; Royer, David James; Oakes, Wendy Peia; Allen, Grant Edmund – Education and Treatment of Children, 2019
In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the "Social Skills Improvement System-Intervention Guide" and "Positive Action Counselor's…
Descriptors: Interpersonal Competence, Intervention, At Risk Students, Emotional Problems
Peer reviewed Peer reviewed
Direct linkDirect link
Weber, Meredith A.; Rich, Sara E.; Gann, Candace J.; Duhon, Gary J.; Kellen, Stephanie Smith – Education and Treatment of Children, 2019
Check-in/Check-out (CICO) is one of the most commonly utilized and wellestablished Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Cook, Bryan G.; Lloyd, John Wills; Therrien, William J. – Education and Treatment of Children, 2019
Students with emotional and behavioral disorders (EBD) present some of the greatest challenges faced by educators, and experience some of the most problematic outcomes. To increase the likelihood that students with EBD will be successful in school and in life, practitioners should implement effective interventions. Trustworthy research is the…
Descriptors: Behavior Disorders, Emotional Disturbances, Access to Information, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Scheuermann, Brenda K.; Nelson, C. Michael – Education and Treatment of Children, 2019
The positive behavioral interventions and supports (PBIS) framework has been applied for over two decades in public schools throughout the country. More recently it has been adopted, or is being considered for adoption, by an increasing number of states and facilities providing residential or secure care for juvenile offenders. During…
Descriptors: Positive Behavior Supports, Juvenile Justice, Residential Programs, Correctional Institutions
Peer reviewed Peer reviewed
Direct linkDirect link
Cardon, Teresa; Wangsgard, Nichole; Dobson, Nicole – Education and Treatment of Children, 2019
This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students…
Descriptors: Video Technology, Peer Influence, Modeling (Psychology), Interpersonal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Haydon, Todd; Schmidt, Carla; Buncher, Amanda; Carnahan, Christina – Education and Treatment of Children, 2019
The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a postsecondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads…
Descriptors: Pervasive Developmental Disorders, Autism, Students with Disabilities, Cooperative Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Hirst, Erica S. Jowett; Lockenour, Falyn M.; Allen, Jamie L. – Education and Treatment of Children, 2019
Although common among children learning to walk, persistent toe walking can cause physical harm due to inefficient gate, and, in some cases, result in negative social interactions such as teasing and bullying. In addition, although toe walking is often associated with a variety of neurological and developmental conditions, toe walking also occurs…
Descriptors: Physical Activities, Reinforcement, Behavior Modification, Feedback (Response)
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  64