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Olson, Natasha A.; Panahon, Carlos J.; Hilt-Panahon, Alexandra – Journal of Applied School Psychology, 2019
Stability balls are promoted as an effective alternative to chairs at a classwide level, yet there are no published studies documenting classwide outcomes. Therefore, the purpose of this study was to investigate classwide effects of stability balls and attempt to provide empirical support for their use. Using an A-B-A-B reversal design, this study…
Descriptors: Furniture, Student Behavior, Productivity, Behavior Problems
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Lambert, Matthew C.; Garcia, Allen G.; Epstein, Michael H.; Cullinan, Douglas – Journal of Applied School Psychology, 2018
The present study examined the psychometric properties of a universal screening instrument called the Emotional and Behavioral Screener (EBS), which is designed to identify students exhibiting emotional and behavioral problems. The primary purposes of this study were to assess the measurement invariance of EBS items between Caucasian and…
Descriptors: Test Bias, White Students, African American Students, Elementary School Students
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Wickerd, Garry; Hulac, David – Journal of Applied School Psychology, 2017
Accurate and rapid identification of students displaying behavioral problems requires instrumentation that is user friendly and reliable. The purpose of the study was to evaluate a multi-item direct behavior rating scale called the Direct Behavior Rating-Multiple Item Scale (DBR-MIS) for disruptive behavior to determine the number of…
Descriptors: Behavior Rating Scales, Kindergarten, Behavior Problems, Young Children
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Cavanaugh, Brian – Journal of Applied School Psychology, 2016
Within multitiered behavioral frameworks such as schoolwide positive behavior interventions and supports (SWPBIS), it is recommended that schools use multiple sources of data to identify students at risk who may benefit from additional intervention. To date, much of the research in this area has focused on examining either systematic screening…
Descriptors: At Risk Students, Behavior Problems, Elementary School Students, Statistical Analysis
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Kilgus, Stephen P.; Fallon, Lindsay M.; Feinberg, Adam B. – Journal of Applied School Psychology, 2016
Prior research has suggested Check-In/Check-Out (CICO) effectiveness is linked to the function of problem behavior. Though effective for students whose misbehavior occurs to gain attention, findings are equivocal for behavior that occurs to escape academic tasks. The purpose of this study was to therefore evaluate a modification to CICO, wherein…
Descriptors: Behavior Problems, Student Behavior, Elementary School Students, Intervention
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Hartman, Kelsey; Gresham, Frank – Journal of Applied School Psychology, 2016
Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…
Descriptors: Student Behavior, Behavior Problems, Intervention, Behavior Modification
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Angacian, Sevan; Bray, Melissa A.; Kehle, Thomas J.; Byer-Alcorace, Gabriel; Theodore, Lea A.; Cross, Karen; DeBiase, Emily – Journal of Applied School Psychology, 2015
Divorce is an increasingly prevalent occurrence in society that has the potential to result in many adverse short- and long-term consequences for children and their parents. Social skills, such as those with peers, are one of the problems that may emerge for children of divorce. Despite this growing problem, there is a paucity of research…
Descriptors: Divorce, Intervention, School Counseling, Coping
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DeJager, Brett W.; Filter, Kevin J. – Journal of Applied School Psychology, 2015
This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions…
Descriptors: Program Effectiveness, Teaching Methods, Reinforcement, Behavior Modification
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Weis, Robert; Osborne, Karen J.; Dean, Emily L. – Journal of Applied School Psychology, 2015
The Good Behavior Game (GBG) is a universal prevention program designed to increase academic engagement and to decrease disruptive behavior in elementary school-age children. Teachers and other school personnel use interdependent group contingencies to improve students' behavior in the classroom. Previous research indicates the GBG is efficacious…
Descriptors: Elementary School Students, Behavior Problems, Student Behavior, Contingency Management
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Newcomer, Lori L.; Freeman, Rachel; Barrett, Susan – Journal of Applied School Psychology, 2013
Many schools are adopting Schoolwide Positive Behavior Interventions and Supports, a multitiered prevention framework to promote proactive behavioral practices and encourage appropriate behavior. There is an extensive research base and demonstrations to guide schools in effective implementation of universal behavior support; however, schools…
Descriptors: Behavior Problems, Coaching (Performance), Intervention, Student Behavior
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Schanding, G. Thomas, Jr.; Nowell, Kerri P. – Journal of Applied School Psychology, 2013
Schools have begun to adopt a population-based method to conceptualizing assessment and intervention of students; however, little empirical evidence has been gathered to support this shift in service delivery. The present study examined the fit of a population-based model in identifying students' behavioral and emotional functioning using a…
Descriptors: Behavior Problems, Suburban Schools, Emotional Disturbances, Intervention
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Blondin, Carolyn; Skinner, Christopher; Parkhurst, John; Wood, Allison; Snyder, Jamie – Journal of Applied School Psychology, 2012
The authors used a withdrawal design to evaluate the effects of a modified Color Wheel System (M-CWS) on the on-task behavior of 7 students enrolled in the 4th grade. Standard CWS procedures were modified to include a 4th set of rules designed to set behavioral expectation for cooperative learning activities. Mean data showed that immediately…
Descriptors: Evidence, Cooperative Learning, Time on Task, Grade 4
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Flook, Lisa; Smalley, Susan L.; Kitil, M. Jennifer; Galla, Brian M.; Kaiser-Greenland, Susan; Locke, Jill; Ishijima, Eric; Kasari, Connie – Journal of Applied School Psychology, 2010
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7-9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following…
Descriptors: Elementary School Students, Behavior Problems, Questionnaires, Metacognition