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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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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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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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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