The effects of multi-component, assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders

1996 ◽  
Vol 6 (4) ◽  
pp. 481-500 ◽  
Author(s):  
Glen Dunlap ◽  
Ronnie White ◽  
Arcadia Vera ◽  
Diane Wilson ◽  
Luanne Panacek
Keyword(s):  
Behavioral Disorders ◽  
Classroom Behavior ◽  
Emotional And Behavioral Disorders ◽  
Curricular Modifications

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (4) ◽  
pp. 238-251
Author(s):  
Renee O. Hawkins ◽  
Tai A. Collins ◽  
Lauren Haas Ramirez ◽  
J. Meredith Murphy ◽  
Chelsea Ritter
Keyword(s):  
High School Students ◽  
Behavioral Disorders ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Group Contingency ◽  
School Students ◽  
Interdependent Group Contingency ◽  
Class Period

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

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