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Lum, John D. K.; Radley, Keith C.; Tingstrom, Daniel H.; Dufrene, Brad A.; Olmi, D. Joe; Wright, Sarah J. – Journal of Positive Behavior Interventions, 2019
The present study examined the effects of tootling, a peer-mediated positive behavior intervention, on students' classwide disruptive and academically engaged behavior in three general education high school classrooms. A withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and…
Descriptors: Peer Mediation, Intervention, Behavior Problems, Behavior Change
Hagermoser Sanetti, Lisa M.; Williamson, Kathleen M.; Long, Anna C. J.; Kratochwill, Thomas R. – Journal of Positive Behavior Interventions, 2018
Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical…
Descriptors: Positive Behavior Supports, Classroom Techniques, Evidence Based Practice, Program Implementation
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Slattery, Lindsey; Crosland, Kimberly; Iovannone, Rose – Journal of Positive Behavior Interventions, 2016
"Attention-deficit/hyperactivity disorder" (ADHD) is one of the most prevalent disorders in school-age children. Children with ADHD often have difficulty at school and at home. Medication is a common treatment for children with ADHD; however, it has been shown to be more effective when combined with behavioral interventions.…
Descriptors: Attention Deficit Hyperactivity Disorder, Intervention, Drug Therapy, Behavior Change
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Jull, Stephanie; Mirenda, Pat – Journal of Positive Behavior Interventions, 2016
Several recent studies have shown that children with autism spectrum disorder (ASD) are less physically active than their typically developing peers and are thus at risk of health problems associated with inactivity (e.g., obesity or diabetes). There is a need to examine the effectiveness of interventions such as swimming that are aimed at…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Physical Activities
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Ennis, Christina R.; Blair, Kwang-Sun Cho; George, Heather Peshak – Journal of Positive Behavior Interventions, 2016
Group contingencies (GCs) vary in a variety of dimensions that may influence their efficacy and acceptability. This study evaluated the relative impact of four different GC types (independent, interdependent, dependent, and randomized) on classwide appropriate and disruptive student behaviors as well as how implementation of a teacher's preferred…
Descriptors: Contingency Management, Intervention, Student Behavior, Classroom Techniques
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Burke, Mack D.; Rispoli, Mandy; Clemens, Nathan H.; Lee, Yuan-Hsuan; Sanchez, Lisa; Hatton, Heather – Journal of Positive Behavior Interventions, 2016
Universal behavioral screening is a major part of positive behavioral support and response to intervention systems. Program-wide positive behavioral interventions and supports (PBIS) focuses on establishing social, emotional, and behavioral competence through promotion of a small set of behavioral expectations that are agreed upon, taught, and…
Descriptors: Positive Behavior Supports, Screening Tests, Intervention, Validity
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Clemons, Lachelle L.; Mason, Benjamin A.; Garrison-Kane, Linda; Wills, Howard P. – Journal of Positive Behavior Interventions, 2016
Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation…
Descriptors: High School Students, Self Management, Intervention, Handheld Devices
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Rispoli, Mandy; Burke, Mack D.; Hatton, Heather; Ninci, Jennifer; Zaini, Samar; Sanchez, Lisa – Journal of Positive Behavior Interventions, 2015
Trial-based functional analysis (TBFA) is a procedure for experimentally identifying the function of challenging behavior within applied settings. The purpose of this study was to examine the effects of a TBFA teacher-training package in the context of two Head Start centers implementing programwide positive behavior support (PWPBS). Four Head…
Descriptors: Early Childhood Education, Federal Programs, Teacher Education, Positive Reinforcement
Rodriguez, Billie Jo; Anderson, Cynthia M. – Journal of Positive Behavior Interventions, 2014
Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group…
Descriptors: Social Behavior, Intervention, Small Group Instruction, Fidelity
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Burke, Mack D.; Davis, John L.; Hagan-Burke, Shanna; Lee, Yuan-Hsuan; Fogarty, Melissa Shea – Journal of Positive Behavior Interventions, 2014
School-wide positive behavior support (SWPBS) focuses on promoting social competence through the establishment of behavior expectations that are explicitly taught and reinforced by all teachers across all settings. This study investigated the validity of using adherence to SWPBS behavior expectations as a screening tool for predicting behavior…
Descriptors: Risk, Interpersonal Competence, Prediction, Behavior Problems
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Mazzotti, Valerie L.; Test, David W.; Wood, Charles L. – Journal of Positive Behavior Interventions, 2013
Students at risk for, or with, emotional disturbance during preadolescence struggle to adjust socially, behaviorally, and academically and often make choices about relationships that support problem behaviors. Research suggests explicitly teaching self-determination skills as early as preschool may prevent referral to special education with a…
Descriptors: Goal Orientation, Intervention, Multimedia Instruction, At Risk Students
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Marchant, Michelle; Heath, Melissa Allen; Miramontes, Nancy Y. – Journal of Positive Behavior Interventions, 2013
Criteria for evaluating behavior support programs are changing. Consumer-based educational and behavioral programs, such as School-Wide Positive Behavior Support (SWPBS), are particularly influenced by consumer opinion. Unfortunately, the need for and use of social validity measures have not received adequate attention in the empirical literature…
Descriptors: Behavior Modification, Positive Reinforcement, Teaching Methods, Peer Acceptance
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Stage, Scott A.; Cheney, Doug; Lynass, Lori; Mielenz, Christine; Flower, Andrea – Journal of Positive Behavior Interventions, 2012
Elementary students (N = 104) at risk for severe behavior problems or with special education eligibility participated in three validity studies of the daily progress report (DPR) used in a Tier 2 behavioral intervention known as "Check, Connect, and Expect" (CCE). In Study 1, the relationship between teachers' ratings of students'…
Descriptors: Behavior Problems, Intervention, Validity, Functional Behavioral Assessment
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McIntosh, Kent; MacKay, Leslie D.; Hume, Amanda E.; Doolittle, Jennifer; Vincent, Claudia G.; Horner, Robert H.; Ervin, Ruth A. – Journal of Positive Behavior Interventions, 2011
Sustainability of effective practices in schools is a critical area for research in any domain. The purpose of this article is to describe and evaluate the validity and reliability of a recently developed research instrument designed to evaluate schools' capacity to sustain school-wide positive behavior support (SWPBS) efforts at the universal…
Descriptors: Content Validity, Validity, Interrater Reliability, Psychometrics
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O'Dell, Sean M.; Vilardo, Brigid A.; Kern, Lee; Kokina, Anastasia; Ash, Allison N.; Seymour, Kimberly J.; Castrantas, Lauren M.; Kollar, Rachel B.; Wagner, Andrea M.; Bartholomew, Audrey; Thomas, Lisa B. – Journal of Positive Behavior Interventions, 2011
In 2008, the "Journal of Positive Behavior Interventions" ("JPBI") celebrated 10 years in publication. As the flagship journal of positive behavior support (PBS), it is important to periodically examine the research published in "JPBI" to determine whether it reflects the basic principles of PBS, to explore the ways in which PBS is being…
Descriptors: Positive Reinforcement, Research Reports, Behavior Modification, Teaching Methods
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