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Giannakakos, Antonia R.; Vladescu, Jason C.; Kisamore, April N.; Reeve, Kenneth F.; Fienup, Daniel M. – Journal of Behavioral Education, 2020
Thousands of children die each year as a result of unintentional injuries. Some of these deaths may be preventable. Given that there are different types of safety responses, a comprehensive review of the literature would provide information on important deficits and avenues for future research. The purpose of the present review was to evaluate the…
Descriptors: Safety Education, Training, Prevention, Injuries
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Rigney, Alexander M.; Hixson, Michael D.; Drevon, Daniel D. – Journal of Behavioral Education, 2020
Reading is a crucial skill for students to develop, not only as they enter school but also as they continue throughout K-12 education. Computer-assisted instruction (CAI) is one means of providing supplemental support for students to build the foundational key areas of reading--so they can use reading to learn in later schooling years. One such…
Descriptors: Computer Assisted Instruction, Reading Instruction, Instructional Effectiveness, Educational Research
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Jeong, Yunji; Copeland, Susan R. – Journal of Behavioral Education, 2020
This review compared the effectiveness of functional behavior assessment-based interventions (FBAI) versus non-functional behavior assessment-based interventions (NFBAI) through an examination of 24 single-case design (SCD) studies that directly compared the effects of these intervention approaches. This review also systematically examined the…
Descriptors: Program Effectiveness, Functional Behavioral Assessment, Intervention, Behavior Problems
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Gerencser, Kristina R.; Akers, Jessica S.; Becerra, Lorraine A.; Higbee, Thomas S.; Sellers, Tyra P. – Journal of Behavioral Education, 2020
As the prevalence of autism spectrum disorder continues to rise, there is a growing demand for well-trained service providers to provide behavior analytic interventions. With this increased service need comes the necessity to develop new and efficient training methods as an alternative to traditional face-to-face training. This paper provides a…
Descriptors: Applied Behavior Analysis, Autism, Pervasive Developmental Disorders, Training Methods
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Gregori, Emily; Wendt, Oliver; Gerow, Stephanie; Peltier, Corey; Genc-Tosun, Derya; Lory, Catharine; Gold, Zachary S. – Journal of Behavioral Education, 2020
Functional communication training (FCT) is one of the most common treatments for challenging behavior and is considered an empirically supported practice for children and adolescents with autism spectrum disorder (ASD). However, no previous systematic review has evaluated the quality of FCT for adults with ASD, and the empirical support for this…
Descriptors: Autism, Pervasive Developmental Disorders, Adults, Behavior Problems
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Orr, Robyn K.; Caldarella, Paul; Hansen, Blake D.; Wills, Howard P. – Journal of Behavioral Education, 2020
Middle school special education teachers often express concern about challenging student behavior. Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, have been effective in elementary general education classrooms. The present study, the first to apply it in a…
Descriptors: Behavior Modification, Student Behavior, Middle School Students, Special Education
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Mellott, Joshua A.; Ardoin, Scott P. – Journal of Behavioral Education, 2019
Brief experimental analysis (BEA) is a methodology of rapidly implementing interventions and observing the effect each has on student performance. Extensive research exists demonstrating the utility of BEA in identifying effective reading interventions for students, but comparatively little research exists regarding BEA and mathematics. The…
Descriptors: Middle School Students, Intervention, Individualized Instruction, Program Effectiveness
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Hinton, Vanessa M.; Flores, Margaret M. – Journal of Behavioral Education, 2019
Students who have difficulty with mathematics may have trouble understanding underlying concepts of numbers and operations. The concrete-representational-abstract (CRA) instructional sequence of instruction provides a way for teachers to help students gain meaning from numbers and the mathematical concepts those numbers represent. This study…
Descriptors: Mathematics Education, Mathematical Concepts, Mathematics Instruction, Teaching Methods
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Goodhue, Rob J.; Liu, Szu Chi; Cihon, Traci M. – Journal of Behavioral Education, 2019
The use of operant chambers for research and teaching in behavior analysis is in decline due to the expense, maintenance, and ethical considerations of such complex mechanical apparati (Venneman and Knowles in Teach Psychol 32(1):66-68, 2005. https://doi.org/10.1207/s15328023top3201_13). Other technologies for testing and demonstrating behavioral…
Descriptors: Applied Behavior Analysis, Undergraduate Study, Teaching Methods, Behavior
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Roberts, Garrett J.; Mize, Min; Reutebuch, Colleen K.; Falcomata, Terry; Capin, Philip; Steelman, Briana L. – Journal of Behavioral Education, 2019
Self-management interventions have been shown to improve behavioral, social, and academic outcomes across age-groups and settings; yet, a dearth of research exists on the impact of self-management interventions on academic engagement of high school students with autism spectrum disorder (ASD). The present study uses an ABAB withdrawal design to…
Descriptors: Intervention, Program Effectiveness, Learner Engagement, Self Management
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Armendariz, Valeria; Hahs, Adam D. – Journal of Behavioral Education, 2019
Children with autism typically have a limited repertoire of activities they engage in during their free time and are often observed to engage in inappropriate or non-functional play. Previous research has suggested that deficits in leisure skills are not only a factor of the diagnosis, but also influenced by structural constraints such as lack of…
Descriptors: Children, Autism, Leisure Time, Recreational Activities
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Joslyn, P. Raymond; Vollmer, Timothy R.; Kronfli, Faris R. – Journal of Behavioral Education, 2019
Group contingencies have been indicated to be effective in reducing disruptive behavior and increasing academic engagement in school settings. Previous research has demonstrated their efficacy with a wide range of student ages, but there have been few studies with older students who engage in severe disruptive behavior. In the current study, we…
Descriptors: Contingency Management, Behavior Problems, Behavior Modification, Student Behavior
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Albarran, Susanne A.; Sandbank, Micheal P. – Journal of Behavioral Education, 2019
Systematic trial-based learning procedures are commonly used to teach students with disabilities in special education settings. Instructive feedback is a procedure created to increase the efficiency of trial-based learning procedures. It involves the planned addition of non-target information that is systematically placed in the consequent events…
Descriptors: Disabilities, Special Education, Feedback (Response), Teaching Methods
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Briesch, Amy M.; Daniels, Brian; Beneville, Margaret – Journal of Behavioral Education, 2019
Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management…
Descriptors: Self Management, Reinforcement, Intervention, Student Behavior
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Fitzgerald Leahy, Lauren R.; Miller, Faith G.; Schardt, Alyssa A. – Journal of Behavioral Education, 2019
The purpose of this quantitative synthesis of single-case design (SCD) research was to investigate the effects associated with increasing teacher-directed opportunities to respond (TD-OTRs) on student behavioral outcomes in general, as well as differentiated by student response mode, grade level, and SCD research quality ratings. Twelve studies,…
Descriptors: Case Studies, Student Behavior, Instructional Effectiveness, Teacher Student Relationship
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