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Wright, Shelby; Skinner, Christopher H.; Kirkpatrick, Baileigh A.; Daniels, Stephanie; Moore, Tara; Crewdson, Margaret – Education and Treatment of Children, 2021
A withdrawal design was used to evaluate the effects of a tootling intervention targeting a specific, recently trained social skill, providing compliments, displayed by first-grade students while they engaged in a regularly scheduled, small-group math activity. The tootling intervention, called the Catching Compliments Game, included publicly…
Descriptors: Behavior Modification, Prosocial Behavior, Grade 1, Elementary School Students
Thompson, Julie L.; Wood, Charles L.; Preston, Angela; Stevenson, Bradley – Education and Treatment of Children, 2019
Providing group instruction with high levels of opportunities to respond, including unison responding, is critical to maximize the educational instruction of individuals with autism spectrum disorders (ASD) in public schools. Direct Instruction (DI) has shown promise in teaching skills to students with ASD. DI is generally taught to small groups…
Descriptors: Small Group Instruction, Direct Instruction, Autism, Pervasive Developmental Disorders
Deshais, Meghan A.; Fisher, Alyssa B.; Kahng, SungWoo – Education and Treatment of Children, 2018
We conducted a preliminary investigation of a randomized dependent group contingency to decrease disruptive behavior during hallway transitions. Two first-graders, identified by their classroom teacher, participated in this study. A multiple baseline across transitions was used to evaluate the effects of the randomized dependent group contingency…
Descriptors: Student Behavior, Behavior Problems, Discipline Problems, Prevention
Naylor, Anna Schmidt; Kamps, Debra; Wills, Howard – Education and Treatment of Children, 2018
The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…
Descriptors: Intervention, Contingency Management, Time on Task, Student Behavior
Alber-Morgan, Sheila R.; Joseph, Laurice M.; Kanotz, Brittany; Rouse, Christina A.; Sawyer, Mary R. – Education and Treatment of Children, 2016
This study examined the effects of implementing word boxes as a supplemental instruction method on the acquisition, maintenance, and generalization of word identification and spelling. Word box intervention consists of using manipulatives to learn phonological decoding skills. The participants were three African-American urban first graders…
Descriptors: Generalization, Language Acquisition, Spelling, Word Recognition
Meyer, Michele M.; Behar-Horenstein, Linda S. – Education and Treatment of Children, 2015
Previous research investigating the effectiveness of response to intervention (RTI) has relied on post hoc data analyses and surveys, although few studies have explored interactions among teacher teams. Understanding the synergistic impact of teacher work within the RTI framework may have implications for how school leaders can support teacher…
Descriptors: Team Teaching, Response to Intervention, Grade 1, Elementary School Teachers
Lane, Kathleen Lynne; Royer, David J.; Messenger, Mallory L.; Common, Eric Alan; Ennis, Robin Parks; Swogger, Emily D. – Education and Treatment of Children, 2015
Instructional choice is a low-intensity strategy that requires little preparation, is easy to implement, and supports content instruction in the classroom. In this study we explored the effectiveness of two types of instructional choice--across-task and within-task choices--implemented classwide during writing instruction by classroom teachers…
Descriptors: Teacher Empowerment, Learner Engagement, Elementary School Students, Elementary School Teachers
McDaniel, Sara C.; Flower, Andrea – Education and Treatment of Children, 2015
Students with challenging behavior spend substantial amounts of time away from instruction due to behavioral problems. Time away from instruction reduces their opportunities for learning, which are critical as these students typically demonstrate academic performance below their same-age peers. After removal from instruction due to behavioral…
Descriptors: Instructional Materials, Behavior Modification, Student Behavior, Behavior Problems
Rahn, Naomi L.; Wilson, Jennifer; Egan, Andrea; Brandes, Dana; Kunkel, Amy; Peterson, Meredith; McComas, Jennifer – Education and Treatment of Children, 2015
This study examined the effects of incremental rehearsal (IR) on letter sound expression for one kindergarten and one first grade English learner who were below district benchmark for letter sound fluency. A single-subject multiple-baseline design across sets of unknown letter sounds was used to evaluate the effect of IR on letter-sound expression…
Descriptors: English Language Learners, Kindergarten, Young Children, Grade 1
Kamps, Debra; Conklin, Carl; Wills, Howard – Education and Treatment of Children, 2015
The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency…
Descriptors: Self Management, Intervention, Contingency Management, Functional Behavioral Assessment
Gibson, Lenwood, Jr.; Cartledge, Gwendolyn; Keyes, Starr E.; Yawn, Christopher D. – Education and Treatment of Children, 2014
The current study investigated the effects of a repeated reading intervention on the oral reading fluency (ORF) and comprehension on generalization passages for eight, first-grade students with reading risk. The intervention involved a commercial computerized program (Read Naturally Software Edition [RNSE], 2009) and a generalization principle…
Descriptors: Oral Reading, Reading Fluency, Reading Instruction, Intervention
Guardino, Caroline; Fullerton, Elizabeth Kirby – Education and Treatment of Children, 2014
Until now, studies have not looked at the importance of managing and reducing academic transition times in inclusion classrooms. In the present study, researchers examine the impact of teacher-approved, environmental modifications in the context of an inclusion class. The methodology used was a single-subject, multiple baseline design across four…
Descriptors: Time Management, Inclusion, Regular and Special Education Relationship, Classroom Environment
Wills, Howard P.; Iwaszuk, Wendy M.; Kamps, Debra; Shumate, Emily – Education and Treatment of Children, 2014
This study explored the effects of a group-contingency intervention on student behavior across academic instructional periods. Research suggests group contingencies are evidence-based practices, yet calls for investigation to determine the best conditions and groups suited for this type of intervention. CW-FIT (Class-Wide Function-related…
Descriptors: Student Behavior, Intervention, Evidence, Best Practices
Swoszowski, Nicole Cain; McDaniel, Sara C.; Jolivette, Kristine; Melius, Patience – Education and Treatment of Children, 2013
This study evaluated the effects of a Tier II positive behavior interventions and supports (PBIS) intervention, Check-in/Check-out (CICO), on the off-task behavior of 4 students with behavioral challenges and special needs in a residential facility. In addition, the study examined the effects of additional mentor contact (i.e., mid-day check-up;…
Descriptors: Elementary School Students, Time on Task, Behavior Modification, Positive Reinforcement
Korat, Ofra – Education and Treatment of Children, 2011
The relationship between mothers' and teachers' estimations of 60 children's literacy level and their actual performance were investigated in two different socio-economic status (SES) groups: low (LSES) and high (HSES). The children's reading (fluency, accuracy and comprehension) and spelling levels were measured. The mothers evaluated their own…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Emergent Literacy
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