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Coelho, Vítor Alexandre; Sousa, Vanda; Marchante, Marta – Journal of Positive Behavior Interventions, 2018
Transition to middle school in Portugal is associated with increased levels of stress for students, as well as an increase in grade retention. This study investigated the impact of a school adjustment program designed to support students during this transition, and its differential results by gender and fourth-grade class size. Multilevel linear…
Descriptors: Transitional Programs, Hierarchical Linear Modeling, Student Adjustment, Foreign Countries
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Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard; Kamps, Debra; Wehby, Joseph H. – Journal of Positive Behavior Interventions, 2018
Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management…
Descriptors: At Risk Students, Behavior Disorders, Emotional Disturbances, Interpersonal Competence
Herman, Keith C.; Hickmon-Rosa, Jal'et; Reinke, Wendy M. – Journal of Positive Behavior Interventions, 2018
Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers…
Descriptors: Anxiety, Stress Variables, Teacher Burnout, Self Efficacy
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Gage, Nicholas A.; Leite, Walter; Childs, Karen; Kincaid, Don – Journal of Positive Behavior Interventions, 2017
The relationship between school-wide positive behavioral interventions and supports (SWPBIS) and school-level academic achievement has not been established. Most experimental research has found little to no evidence that SWPBIS has a distal effect on school-level achievement. Yet, an underlying assumption of SWPBIS is that improving social…
Descriptors: Intervention, Positive Behavior Supports, Academic Achievement, Social Behavior
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Houchens, Gary W.; Zhang, Jie; Davis, Kelly; Niu, Chunling; Chon, Kyong Hee; Miller, Stephen – Journal of Positive Behavior Interventions, 2017
Previous research suggests that Positive Behavioral Interventions and Supports (PBIS) can reduce student disciplinary office referrals and out-of-school suspensions, especially when implemented with fidelity. Existing research is mixed as to whether PBIS also contributes to improvements in student achievement, but at least one study has found that…
Descriptors: Positive Behavior Supports, Intervention, Teacher Attitudes, Teaching Conditions
Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard; Kamps, Debra – Journal of Positive Behavior Interventions, 2017
Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…
Descriptors: Psychometrics, Interpersonal Competence, Classroom Environment, Elementary Schools
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Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert – Journal of Positive Behavior Interventions, 2016
Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…
Descriptors: Positive Behavior Supports, Intervention, Student Behavior, Behavior Problems
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Lane, Kathleen Lynne; Oakes, Wendy Peia; Carter, Erik W.; Messenger, Mallory – Journal of Positive Behavior Interventions, 2015
We studied the transition from elementary to middle school for 74 fifth-grade students. Specifically, we examined how behavioral risk evident in the elementary years, as measured by the "Student Risk Screening Scale" (SRSS), impacts students transitioning from elementary to middle school. First, we examined how student risk status shifts…
Descriptors: Risk, Behavior Problems, Gender Differences, Special Education
Turtura, Jessica E.; Anderson, Cynthia M.; Boyd, R. Justin – Journal of Positive Behavior Interventions, 2014
Multitier prevention systems consist of a continuum of interventions to address the needs of all students. Within such systems, Tier I supports are in place for all students and are designed to enhance prosocial (social behavior interventions) and academic (instructional interventions) skills. Tier II interventions supplement the Tier I…
Descriptors: Middle School Students, Intervention, Behavior Problems, Student Behavior
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Moore, Tara C.; Wehby, Joseph H.; Hollo, Alexandra; Robertson, Rachel E.; Maggin, Daniel M. – Journal of Positive Behavior Interventions, 2014
Physical health may be an important variable that influences students' behavioral and academic performance in school settings. Poor health status is hypothesized to negatively influence student performance even in the presence of evidence-based practices. In this study, teachers reported their perceptions of students' health status as well as…
Descriptors: Student Attitudes, Academic Achievement, Child Health, Behavior Problems
McIntosh, Kent; Ty, Sophie V.; Miller, Lynn D. – Journal of Positive Behavior Interventions, 2014
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is…
Descriptors: Outcomes of Treatment, Behavior Modification, Positive Reinforcement, Intervention
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Sanford, Amanda K.; Horner, Robert H. – Journal of Positive Behavior Interventions, 2013
The effects of a literacy intervention matching student skill level with academic performance demands were examined through a multiple baseline across participants design. The dual dependent variables were problem behavior and academic engagement. Four students in Grades 2 or 3 who exhibited low academic performance and problem behavior during…
Descriptors: Reading Difficulties, Predictor Variables, Academic Achievement, Behavior Problems
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Simonsen, Brandi; Eber, Lucille; Black, Anne C.; Sugai, George; Lewandowski, Holly; Sims, Barbara; Myers, Diane – Journal of Positive Behavior Interventions, 2012
More than 1,000 Illinois schools are implementing schoolwide positive behavior support (SWPBS) to enhance outcomes for students and staff. Consequently, Illinois established layered support structures to facilitate scaling up SWPBS. This paper describes the development of this infrastructure and presents the results of HLM analyses exploring the…
Descriptors: Student Behavior, Behavior Disorders, Academic Achievement, Mathematics Education
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Volpe, Robert J.; Young, Gregory I.; Piana, Maureen G.; Zaslofsky, Anne F. – Journal of Positive Behavior Interventions, 2012
Kindergarten Peer Assisted Learning Strategies and directly teaching and reinforcing behavioral expectations are empirically supported interventions for building early literacy skills and increasing on-task behavior, respectively. Previous research has not investigated the application of both academic and behavior interventions simultaneously to…
Descriptors: Classroom Techniques, Reading Failure, Learning Strategies, Behavior Modification
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Algozzine, Bob; Wang, Chuang; Violette, Amy S. – Journal of Positive Behavior Interventions, 2011
Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep…
Descriptors: Learning Problems, Behavior Problems, Social Behavior, Emotional Disturbances
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