NotesFAQContact Us
Collection
Advanced
Search Tips
Location
Georgia1
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards1
Showing all 13 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Ackerman, Kera B.; Samudre, Mark; Allday, R. Allan – TEACHING Exceptional Children, 2020
When a student exhibits challenging classroom behaviors that are resistant to traditional classroom management systems, his/her individualized education program (IEP) team conducts a functional behavior assessment (FBA). The FBA process is a series of assessments designed to identify the function of the student's behavior. This is done by…
Descriptors: Token Economy, Behavior Modification, Reinforcement, Student Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Phillips, Lauren A.; Briggs, Adam M.; Fisher, Wayne W.; Greer, Brian D. – TEACHING Exceptional Children, 2018
Elopement occurs when an individual runs away from or leaves a supervised area. Elopement is a dangerous behavior that requires diligence from school personnel in order to effectively reduce its occurrence. Using a step-by-step process to identify the reasons goal-directed elopement occurs and then implementing an intervention to effectively teach…
Descriptors: Behavior Problems, Functional Behavioral Assessment, Intervention, Behavior Modification
Peer reviewed Peer reviewed
Direct linkDirect link
Lewis, Timothy J.; Hatton, Heather L.; Jorgenson, Courtney; Maynard, Deanna – TEACHING Exceptional Children, 2017
New--and often veteran--teachers find managing significant inappropriate student behavior a formidable challenge. Although more severe inappropriate behaviors, such as aggression, often receive attention in the professional literature, survey research has shown that the high frequency of milder inappropriate behaviors (e.g., disruptions,…
Descriptors: Student Behavior, Behavior Problems, Behavior Modification, Functional Behavioral Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Wehby, Joseph H.; Kern, Lee – TEACHING Exceptional Children, 2014
This article describes intensive behavior intervention that is used with students who have behavioural difficulties. Joseph H. Wehby and Lee Kern report on 35 years of research in this area and note two conclusions: (1) Students with significant behavioral difficulties, including those with emotional disturbance (ED), have among the poorest social…
Descriptors: Intervention, Behavior Problems, Emotional Disturbances, Teacher Qualifications
Peer reviewed Peer reviewed
Direct linkDirect link
Mays, Nicole M.; Beal-Alvarez, Jennifer; Jolivette, Kristine – TEACHING Exceptional Children, 2011
This article outlines a three-step process to help teachers determine whether or not the function of a student's stereotypical behavior is sensory-based and if so, how to select and monitor an appropriate sensory intervention to promote instructional engagement. In particular, characteristics of students who are seeking to gain sensory input in…
Descriptors: Intervention, Autism, Functional Behavioral Assessment, Behavior Modification
Peer reviewed Peer reviewed
Direct linkDirect link
Rafferty, Lisa A. – TEACHING Exceptional Children, 2010
An overarching goal in education is to enable students to become independent and self-sufficient individuals who are able to manage their behaviors without the assistance of others. When students are able to manage their own behaviors (also known as self-regulation), they do not rely on external controls, such as teacher prompting. In general…
Descriptors: Intervention, Self Management, Student Behavior, Behavior Problems
Peer reviewed Peer reviewed
Direct linkDirect link
Gongola, Leah C.; Daddario, Rosemarie – TEACHING Exceptional Children, 2010
The use of interventions to create behavior change among students with disabilities has an extended and complex history (Horner et al., 2005). Practitioners involved in the field of special education often debate best practices from an immense array of available interventions (Heflin & Simpson, 1998). Service providers express concern about…
Descriptors: Behavior Modification, Disabilities, Reinforcement, Ethics
Peer reviewed Peer reviewed
Direct linkDirect link
Michael, Meredith; Meese, Ruth L.; Keith, Stephen; Mathews, Rachel – TEACHING Exceptional Children, 2009
Social learning theory, sociodramatic play, and the use of puppets and stuffed animals may be beneficial for improving social behaviors of preschoolers with and without disabilities. Therefore, this action research study is developed on the belief that a stuffed animal (Bob Bear) will enhance appropriate behaviors for preschool children when used…
Descriptors: Learning Theories, Play, Intervention, Action Research
Peer reviewed Peer reviewed
Direct linkDirect link
Zirkel, Perry A. – TEACHING Exceptional Children, 2009
In this article the author provides legal explanations to the following concerns: (1) Free Appropriate Public Education (FAPE) and Individualized Education Programs (IEPs); (2) Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs); (3) Manifestation Determinations under Individuals with Disabilities Education Act (IDEA);…
Descriptors: Individualized Education Programs, Individualized Programs, Disabilities, Individualized Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Eber, Lucille; Breen, Kimberli; Rose, Jennifer; Unizycki, Renee M.; London, Tasha H. – TEACHING Exceptional Children, 2008
If a student has multiple behavior problems that escalate over time and across different settings, school-based problem-solving teams can become quickly overwhelmed, especially when educators identify "setting events" for problem behaviors that have occurred outside of school and are beyond the control of school personnel. Instead of resorting to…
Descriptors: Student Behavior, Student Needs, Special Needs Students, Functional Behavioral Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Fairbanks, Sarah; Simonsen, Brandi; Sugai, George – TEACHING Exceptional Children, 2008
Many present day classroom teachers face greater challenges than perhaps during any time in the past. Teachers are expected to: (a) provide evidence-based instruction to ensure that students make adequate yearly progress under the No Child Left Behind Act of 2001 (NCLB); (b) serve an increasingly diverse group of students including students with…
Descriptors: Educational Strategies, Intervention, Social Behavior, Federal Legislation
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Glenn, Jenny H.; Waller, Raymond J. – TEACHING Exceptional Children Plus, 2007
This paper presents the effects of a function-based intervention bundle including a combination of teacher-directed self-recording, self-monitoring, and prompt cards to decrease inappropriate classroom talking out of a 7th grade student with an emotional/behavioral disorder. The interventions were based on functional behavior assessment that…
Descriptors: Behavior Disorders, Functional Behavioral Assessment, Grade 7, Student Behavior
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Burley, Rebecca; Waller, Raymond J. – TEACHING Exceptional Children Plus, 2005
Freddy, a student diagnosed with Attention Deficit Hyperactivity Disorder served for part of the school day in special education, was having difficulty staying on task. Teachers reported that Freddy was continuously getting up out of his seat, bothering classmates, and making verbal comments or requests without raising his hand. Observations were…
Descriptors: Attention Deficit Hyperactivity Disorder, Disabilities, Special Education, Behavior Problems