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Knochel, Ashley Elizabeth; Blair, Kwang-Sun Cho; Kincaid, Donald; Randazzo, Anna – Journal of Positive Behavior Interventions, 2022
This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom…
Descriptors: Equal Education, Positive Reinforcement, Faculty Development, Intervention
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Floress, Margaret T.; Beaudoin, Melissa M.; Bernas, Ronan S. – Journal of Positive Behavior Interventions, 2022
The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers' natural use of praise and reprimand (in the absence of intervention) were compared with their perceived…
Descriptors: Middle School Teachers, High School Teachers, Teacher Attitudes, Classroom Techniques
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Samudre, Mark D.; LeJeune, Lauren M.; Ascetta, Kate E.; Dollinger, Hannah – Journal of Positive Behavior Interventions, 2022
The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre-K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12),…
Descriptors: Teacher Education, Behavior Modification, Preschool Teachers, Elementary School Teachers
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Barclay, Christopher M.; Castillo, Jose; Kincaid, Don – Journal of Positive Behavior Interventions, 2022
In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school…
Descriptors: Benchmarking, Equal Education, Positive Behavior Supports, Intervention
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Trimlett, Gabrielle M.; Barton, Erin E.; Baum, Caroline; Robinson, Gabriela; Schulte, Lauren; Todt, Mollie – Journal of Positive Behavior Interventions, 2022
We examined the use of an intervention package consisting of the system of least prompts (SLP), visual schedules, peer models, and contingent reinforcement to teach four children with disabilities to independently play board games and communicate with their typically developing peers. We found the intervention package with individual adaptations…
Descriptors: Games, Toddlers, Young Children, Modeling (Psychology)
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Ivory, Kyleigh P.; Kern, Lee – Journal of Positive Behavior Interventions, 2022
Teaching parents to serve as interventionists for their children is a common approach to enhance child learning. Research demonstrates that parents are able to implement evidence-based interventions with high integrity; however, there is limited research indicating the extent to which parents are able to maintain skills. We taught parents of two…
Descriptors: Parent Participation, Parent Education, Positive Behavior Supports, Behavior Problems
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Bruhn, Allison; Gilmour, Allison; Rila, Ashley; Van Camp, Alyssa; Sheaffer, Amanda; Hancock, Eleanor; Fernando, Josephine; Wehby, Joseph – Journal of Positive Behavior Interventions, 2022
Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant…
Descriptors: Self Evaluation (Individuals), Intervention, Student Behavior, Learner Engagement
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Moon, Jongho; Webster, Collin A.; Herring, Jekesha; Egan, Cate A. – Journal of Positive Behavior Interventions, 2022
Movement integration (MI), which involves incorporating physical activity into regular classroom time, is a research-supported strategy to reduce off-task behavior and support academic performance. However, teachers' rate of adopting MI has been slow. Teachers are more likely to adopt MI if they perceive it as compatible with their current…
Descriptors: Classroom Techniques, Physical Activities, Teaching Methods, Elementary School Students
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Gregori, Emily; Rispoli, Mandy J.; Lory, Catharine; Kim, So Yeon; David, Marie – Journal of Positive Behavior Interventions, 2022
Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often…
Descriptors: Special Education Teachers, Coaching (Performance), Paraprofessional School Personnel, Program Evaluation
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Nevill, Rose E.; Istvan, Emily M.; Havercamp, Susan M. – Journal of Positive Behavior Interventions, 2022
Aggression is a known contributor to burnout and caregiver instability among direct support professionals (DSPs) caring for adults with developmental disabilities. However, few studies have explored the differential effects of aggression subtypes on caregivers and what implications these may have for intervention planning. This longitudinal study…
Descriptors: Aggression, Burnout, Caregivers, Adults
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Markelz, Andrew; Riden, Benjamin; Floress, Margaret T.; Balint-Langel, Kinga; Heath, Joshua; Pavelka, Shelby – Journal of Positive Behavior Interventions, 2022
Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher's natural use of specific, contingent, and varied praise to understand additional qualities of…
Descriptors: Positive Reinforcement, Classroom Techniques, Behavior Modification, Special Education
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Reyes, Elizabeth N.; Wood, Charles L.; Walker, Virginia L.; Voggt, Ashley P.; Vestal, Amanda R. – Journal of Positive Behavior Interventions, 2022
Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and…
Descriptors: Skill Development, Video Technology, Prompting, Inclusion
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Ward, Caryn S.; Harms, Anna L.; St. Martin, Kim; Cusumano, Dale; Russell, Christine; Horner, Robert H. – Journal of Positive Behavior Interventions, 2022
The purpose of this article is to describe the methods and results used to establish the district capacity assessment's (DCA) content validity, response process validity, construct validity, internal consistency, and test-retest reliability. The DCA measures a district's ability to support school-level implementation of evidence-based practices…
Descriptors: School Districts, Self Evaluation (Groups), Test Validity, Test Reliability
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Grasley-Boy, Nicolette M.; Gage, Nicholas A.; Lombardo, Michael; Anderson, Lucas – Journal of Positive Behavior Interventions, 2022
Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support…
Descriptors: Discipline, Student Behavior, Behavior Problems, Suspension
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Lee, Gabrielle T.; He, Li; Xu, Sheng – Journal of Positive Behavior Interventions, 2022
The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Physical Activities
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