Decreasing student behavior problems and fostering academic engagement through function‐based support and fading of token reinforcement

2019 ◽  
Author(s):  
Anna‐Lind Petursdottir ◽  
Gudrun Björg Ragnarsdottir
Keyword(s):  
Behavior Problems ◽  
Academic Engagement ◽  
Student Behavior ◽  
Token Reinforcement

Educator Perceptions of Behavior Problems of Mainstreamed Students

1984 ◽  
Vol 51 (4) ◽  
pp. 298-303 ◽  
Author(s):  
N. Jo Campbell ◽  
Judith E. Dobson ◽  
Jane M. Bost
Keyword(s):  
Behavior Problems ◽  
School Environment ◽  
Behavior Management ◽  
Student Behavior ◽  
Special Educators ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Behavioral Treatments ◽  
Physically Handicapped ◽  
Mainstreamed Students

The behavior problems of students in mainstreamed classrooms may be due in part to the expectations of educators who have not internalized information on teaching the diversity of students found in that setting. The educators involved in this study were predominantly regular classroom teachers but also included counselors, librarians, special educators, administrators, etc. They appeared to perceive student behavior problems as more serious when displayed by nonhandicapped or physically handicapped students than when displayed by mentally handicapped students. The same educators recommended more behavioral treatments having an authoritarian orientation for nonhandicapped than for physically handicapped students. This study indicates educators need to develop attitudes and skills necessary for behavior management in the mainstreamed school environment.

An Intervention to Promote Adherence to Glasses Wearing Among Urban Public Elementary School Students: Associations With Classroom Behavior

2020 ◽  
pp. 105984052096364
Author(s):  
Tania M. Haag ◽  
Gabriela Calderon Velazquez ◽  
Tresa Wiggins ◽  
Paul Spin ◽  
Sara B. Johnson ◽  
...  
Keyword(s):  
Elementary School ◽  
Academic Engagement ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Rating Scale ◽  
School Students ◽  
Public Elementary School ◽  
Behavior Rating Scale ◽  
Before And After ◽  
Direct Behavior Rating

Glasses wearing at school remains low even when glasses are provided. This study investigated whether a classroom intervention to promote glasses wearing was associated with increased glasses wearing and improved classroom behavior. A pretest, posttest design was implemented with 44 students in Grades 1–4 at an urban public elementary school. Over 5 weeks, teachers encouraged eyeglass wearing through a classroom tracker, verbal reminders, and incentives. Glasses wearing and student behavior were monitored using the Direct Behavior Rating Scale of academic engagement and behavior for 13 weeks, including 4 weeks before and after the intervention. Glasses wearing increased from 56% to 73% (95% confidence interval [CI] = [0.08, 0.26]) in the first 2 weeks of the intervention, but not after a spring recess. The intervention was associated with significantly improved academic engagement (4.31%, 95% CI [2.17, 6.45]), respect (3.55%, 95% CI [1.77, 5.34]), and disruption (−4.28%, 95% CI [−6.51, −2.06]) compared to baseline. Higher academic engagement and disruption persisted 4 weeks after the intervention ended. A classroom-based glasses tracking and incentive system is associated with improved eyeglass wearing and classroom behavior among elementary students. A longer term randomized trial is needed to confirm these promising results.

The differential influence of instructional context on the academic engagement of students with behavior problems

2008 ◽  
Vol 24 (7) ◽  
pp. 1876-1883 ◽  
Author(s):  
Jean A. Baker ◽  
Teresa P. Clark ◽  
Kimberly S. Maier ◽  
Steve Viger
Keyword(s):  
Behavior Problems ◽  
Academic Engagement ◽  
Instructional Context

A Positive Version of the Good Behavior Game in a Self-Contained Classroom for EBD: Effects on Individual Student Behavior

2021 ◽  
pp. 019874292110611
Author(s):  
Tara C. Moore ◽  
Jason R. Gordon ◽  
Angela Williams ◽  
Jessica F. Eshbaugh
Keyword(s):  
Student Perceptions ◽  
Disruptive Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Good Behavior Game ◽  
Individual Student ◽  
The Third ◽  
Teacher And Student Perceptions ◽  
Withdrawal Design ◽  
Increasing Trends

A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three students when the GBG was implemented which was generally replicated in the second intervention phase for academic engagement. Tau- U effect sizes ranged from .76 to .95 indicating large and very large effects for both behaviors for two students and academic engagement for the third student, but Tau- U for the third student’s disruptive behavior was .32 (considered not effective). Two students exhibited slight decreasing trends in academic engagement behavior and increasing trends in disruptive behavior near the end of intervention phases. A preliminary within-session analysis also suggested students’ behavior was generally better in intervention phases both during and not during the GBG when compared with their baseline levels of behavior. Social validity information suggested generally positive teacher and student perceptions about the GBG initially, with less positive student perceptions 10 weeks following the conclusion of the study. The teacher reported implementing the GBG 5 times over the 10 weeks following the conclusion of the study.

Paraprofessionals’ Perceptions of Behavior Problems in Elementary School Classrooms

2020 ◽  
pp. 002246692096108
Author(s):  
Briana Bronstein ◽  
Nicole Breeden ◽  
Todd A. Glover ◽  
Linda A. Reddy
Keyword(s):  
Elementary School ◽  
Behavior Problems ◽  
Student Behavior ◽  
Comparative Method ◽  
Future Research ◽  
Behavior Interventions ◽  
Students With Special Needs ◽  
Verbal Interactions ◽  
Academic Behaviors ◽  
Constant Comparative Method

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses paraprofessionals’ perceptions of common student behavior problems in elementary school classrooms. Results indicate coached paraprofessionals had a greater likelihood of reporting operationally defined behavior concerns than controls. A qualitative constant comparative method of analysis of paraprofessionals’ behavior reports revealed themes of disruptive academic behaviors (off task, peer/verbal interactions, physical interference), aggressive behaviors (physical aggression toward people/objects, verbal aggression), noncompliance (physical/verbal refusal), and “other” behaviors (unclear/opposite or positive actions). Implications for practice and future research are discussed.

Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions

2020 ◽  
pp. 109830072094665
Author(s):  
Allison Bruhn ◽  
Allison Gilmour ◽  
Ashley Rila ◽  
Alyssa Van Camp ◽  
Amanda Sheaffer ◽  
...  
Keyword(s):  
Case Studies ◽  
Disruptive Behavior ◽  
Challenging Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Single Case ◽  
Future Directions ◽  
Self Monitoring ◽  
Dependent Variables ◽  
Participant Characteristics

Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.

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