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1.
Evan H. Dart Keith C. Radley Allison A. Battaglia Komila Dadakhodjaeva Kayla E. Bates Sarah J. Wright 《Psychology in the schools》2016,53(4):416-431
The present study investigated the effectiveness of a novel class‐wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh‐ and eighth‐grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students’ academic engagement, or on‐task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off‐task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class‐wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time. 相似文献
2.
Laura C. Richards Lora Tuesday Heathfield William R. Jenson 《Psychology in the schools》2010,47(6):551-566
Evidence‐based classwide interventions have the potential to help a large number of students by preventing problem behaviors before they become a significant problem in the classroom. Results of a study examining the effectiveness of a classwide peer‐modeling intervention package to improve students' on‐task behavior in the classroom are presented. The classwide intervention took place in three mixed‐grade classrooms (third/fourth, fourth/fifth, and fifth/sixth) with 14–20 students each. Fifteen‐minute intervention sessions occurred approximately two times a week for a total of six to eight sessions. During each intervention session, students watched a 4‐minute videotape segment depicting a peer model demonstrating near 100% on‐task behavior, which was accompanied by verbal coaching and small tangible rewards. Results demonstrated large treatment effects across all three classrooms, which remained large in two of the classrooms at follow‐up 4–8 weeks later. Corresponding positive social validity by participating students and teachers was also documented. Results are discussed in terms of implications, limitations, and future research directions. © 2010 Wiley Periodicals, Inc. 相似文献
3.
Use of a technology‐enhanced version of the good behavior game in an elementary school setting 
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下载免费PDF全文 Shauna Lynne Keith C. Radley Evan H. Dart Daniel H. Tingstrom Christopher T. Barry John D. K. Lum 《Psychology in the schools》2017,54(9):1049-1063
The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computer‐based program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class‐wide disruptive and academically engaged behavior, teachers’ ratings on the Behavior Intervention Rating Scale (BIRS), and the rate of teacher praise statements delivered in each phase. Overall, results indicated that the GBG with ClassDojo was effective at reducing disruptive behavior, increasing academically engaged behavior, and was rated as socially valid. Additionally, when the intervention was in place, increases in the amount of behavior‐specific praise statements delivered were observed across all three classrooms. 相似文献
4.
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 下载免费PDF全文
下载免费PDF全文 Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
5.
Elisabeth E. Kraemer Susan C. Davies Kelli Jo Arndt Sawyer Hunley 《Psychology in the schools》2012,49(2):163-175
Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
6.
Hilary Denune Renee Hawkins Lauren Donovan Dacia Mccoy Lyndsie Hall Anthony Moeder 《Psychology in the schools》2015,52(6):562-577
A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed. 相似文献
7.
Ruth A. W. Berry 《Learning disabilities research & practice》2006,21(4):211-232
The analysis identified discursive strategies used by general education teachers in inclusion classrooms to orchestrate and scaffold the verbal participation of all students, including students with learning disabilities (LD). The context was writing instruction. A whole‐class lesson involving teacher–student collaboration to write a text was analyzed for each of two teachers in two urban elementary inclusion classrooms totaling 67 students; 23 students had LD. Analysis of teacher talk focused on procedural strategies (help the lesson run smoothly and make it easier to follow) and involvement strategies (elicit students' attention to and participation in the lesson). Results indicated that both teachers used a variety of similar strategies to provide spaces for student contributions and, at the same time, move the lessons along. However, they also used contrasting strategies unique to their contrasting pedagogical frames of reference (structural vs. interactional). 相似文献
8.
This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research. 相似文献
9.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):516-532
This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in‐class and after‐school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A fixed‐effects model was employed to control the undetected variances. Results indicated that the students frequently used their mobile devices for physics learning in class and after school. Students also perceived the mobile devices as very useful for their physics learning, and their perception of usefulness was positively correlated with their frequency of use. Both the in‐class and after‐school duration and frequency of mobile technology use positively influenced students' physics learning achievement and interest. However, we also found that mobile technology was mainly used to augment rather than to transform instructional practices in physics classrooms. The paper concludes with a discussion of implications and limitations of these results for research and practice. 相似文献
10.
Brad A. Dufrene Lauren Lestremau Kimberly Zoder‐Martell 《Psychology in the schools》2014,51(6):567-580
Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior‐specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers’ implementation of behavior‐specific praise. Results indicated that indirect training did not result in substantial improvements in teachers’ use of behavior‐specific praise. Direct training procedures resulted in immediate increases in behavior‐specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior‐specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings. 相似文献
11.
Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans 下载免费PDF全文
下载免费PDF全文 Lindsay M. Fallon Sadie C. Cathcart Emily R. DeFouw Breda V. O'Keeffe George Sugai 《Psychology in the schools》2018,55(3):278-294
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan. 相似文献
12.
Chele McKissick Renee O. Hawkins Francis E. Lentz Jennifer Hailley Shannon McGuire 《Psychology in the schools》2010,47(9):944-959
Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second‐grade classroom in an urban Midwestern school. Using a multiple‐baseline‐across‐settings design, baseline levels of group disruptive behavior and engagement were compared to intervention levels across three different class periods. Results suggest that the intervention decreased levels of disruptive behavior and increased levels of student engagement. Benefits of randomizing components within an interdependent group contingency are discussed as well as limitations to this study and suggested areas of future research. © 2010 Wiley Periodicals, Inc. 相似文献
13.
This study examines the efficacy of an intervention designed to improve the classroom behavior of children identified with Attention‐Deficit/Hyperactivity Disorder (ADHD). The intervention entailed training a class of third‐grade students, including four students diagnosed with ADHD, to use self‐management and peer‐monitoring strategies embedded within a group contingency to decrease inappropriate verbalizations during class time. Findings indicated that the self‐monitoring/group contingency intervention substantially decreased inappropriate talking‐out behavior in all four subjects along with their matched controls. Implications as well as limitations within the study are discussed. © 2000 John Wiley & Sons, Inc. 相似文献
14.
We examined the effectiveness of a tactile self‐monitoring prompt to increase on‐task behaviors among 3 elementary‐aged students in a special education classroom. Students were taught to self‐monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self‐monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self‐monitoring intervention, students increased on‐task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self‐monitoring intervention. Limitations, implications, and future directions of these findings are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 211–221, 2006. 相似文献
15.
Janine P. Stichter Melissa J. Herzog Sarah A. Owens Emily Malugen 《Psychology in the schools》2016,53(6):583-600
Despite the movement toward identification of evidence‐based practices (EBPs), there is a discrepancy in the availability of school‐based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study describes the manualization, feasibility, and effectiveness testing of the school‐based Social Competence Intervention for Adolescents (SCI‐A) curriculum. School personnel were trained to implement SCI‐A to a targeted student population. Fidelity and social validity data indicated curriculum feasibility and acceptability within secondary school settings. Student social functioning, executive functioning, and theory of mind demonstrated postintervention gains with moderate effect sizes. Results are promising for SCI‐A's continued positive trajectory within the phases of EBP evaluation research. Challenges for intervention effectiveness testing within schools and future considerations for evaluating EBPs are discussed. 相似文献
16.
Mary Beth Calhoon Stephanie Al Otaiba Daphne Greenberg Amber King Annalise Avalos 《Learning disabilities research & practice》2006,21(4):261-272
The purpose of this study was to examine the efficacy of a supplemental peer‐tutoring reading program on phonological and reading fluency skills of first graders (N= 78) who were in predominantly Hispanic Title 1 classrooms. Sixty‐eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer‐assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer‐mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non‐Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light. 相似文献
17.
Susan K. Clare William R. Jenson Thomas J. Kehle Melissa A. Bray 《Psychology in the schools》2000,37(6):517-522
The study investigated the effectiveness of self‐modeling as a treatment to increase on‐task behavior. A multiple baseline design across 3 students was employed to determine the treatment effects. In addition, classroom peers' on‐task behavior was employed as comparison data. The results indicated immediate, substantial, and durable changes in students' on‐task behavior that generalized across academic settings. The 3 students evidenced an increase of on‐task behavior from an average of 33% of the intervals observed at baseline to 86% during treatment. At 6‐ and 8‐week follow‐up, the students' percentages of on‐task behavior was essentially indistinguishable from their classroom peers. Consumer data indicated that the teachers and students were satisfied with the procedure. © 2000 John Wiley & Sons, Inc. 相似文献
18.
Hostile attribution bias (HAB) has been shown to predict aggressive behavior, especially toward peers. The current study examined whether HAB is also related to conflict with teachers, an important predictor of academic and social success in school‐aged children. A total of 282 second to fourth grade boys in 74 classrooms completed a self‐report measure of HAB toward teachers, while their teachers assessed conflict in the teacher–student relationship. Results supported the presence of a positive relationship between HAB toward teachers and conflict with teachers. These findings suggest that HAB toward teachers may be an indicator of difficulties and, pending further research, a potential avenue for intervention to improve teacher–student relationships. 相似文献
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DISTANCE TRAINING IN FUNCTION‐BASED INTERVENTIONS TO DECREASE STUDENT PROBLEM BEHAVIOR: SUMMARY OF 74 CASES FROM A UNIVERSITY COURSE 下载免费PDF全文
下载免费PDF全文 Anna‐Lind Pétursdóttir 《Psychology in the schools》2017,54(3):213-227
In this study, 188 master‐level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and six girls (aged 3–20 years) displaying persistent behavior problems in inclusive preschools, elementary, and secondary schools. In the course, master‐level students’ scores on an FBA knowledge test increased from 13.2% to 68.8% correct. Changes in pupils’ target behaviors were evaluated with a total of 114 AB single‐subject designs and combined data with one‐group pretest–posttest designs. Comparing medians of means, disruptive behaviors decreased by 77.8% and aggressive behaviors by 88.7%, whereas task engagement increased by 91.5% after intervention. Nonparametric Wilcoxon signed‐ranks tests for related samples showed that changes were statistically significant for all groups with sufficient sample sizes. Adjusted effect sizes ranged from d = .5 to 1.6. Results indicate that positive changes in student behavior problems can be attained with function‐based interventions conducted by teams trained through a distance education course. 相似文献