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Cain Swoszowski, Nicole; Hart Rollins, Lauren – Preventing School Failure, 2019
Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010; Chaplain, 2008; Coronado, 2011; Paquette & Rieg, 2016; Rieg, Paquette, & Chen, 2007; Schlichte, Yssel, & Merbler, 2005; Vesely, Saklofske, &…
Descriptors: Classroom Techniques, Intervention, Behavior Problems, Student Behavior
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Hoffman, Tracey K.; Kuvalanka, Katherine A. – Preventing School Failure, 2019
The present qualitative study examines the insights of child care teachers regarding behavior problems of young children in their classrooms. The number of children being suspended or expelled from child care programs has risen significantly over the last 10 years in the United States. Therefore, the purpose of the current investigation is to gain…
Descriptors: Behavior Problems, Preschool Teachers, Teacher Attitudes, Student Behavior
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Frank, Jennifer L. – Preventing School Failure, 2019
The purpose of this study was to establish empirical benchmarks for the rate of student discipline in public alternative schools in the United States and to identify normative rates of disciplinary infractions across different grade levels, gender, and racial groups. Participants included 15,846 students attending 108 alternative schools in 73…
Descriptors: Prevention, Academic Failure, Discipline, Student Behavior
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Strickland-Cohen, Monica Kathleen; Pinkelman, Sarah E.; Jimerson, Jo Beth; Berg, Tricia A.; Pinkney, Christopher J.; McIntosh, Kent – Preventing School Failure, 2019
Function-based support is a widely researched and highly effective form of intervention for students with persistent problem behavior. However, individualized behavior support practices for students continue to be implemented inconsistently in school settings, and educators often use valuable resources adopting interventions that are not likely to…
Descriptors: Behavior Problems, Student Behavior, Functional Behavioral Assessment, Student Needs
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Haley, Keri; Allsopp, David – Preventing School Failure, 2019
Parents and educators are expected under IDEIA to work together on educational decision-making for students with disabilities. While collegial relationships in this process are intended, partnerships are not always formed because both parties can struggle to understand each other's perspective. Parents may hold their view, while educators may have…
Descriptors: Student Behavior, Behavior Problems, Learning Problems, Advocacy
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Adamson, Reesha M.; McKenna, John William; Mitchell, Barbara – Preventing School Failure, 2019
The use of a tiered approach provides a structured format for increasing consistency across educators to address the diversity of student needs within a school. The same logic of providing a tiered continuum of evidence-based increasingly intensive supports that is characteristic of schoolwide multi-tiered systems of support (MTSS) can be adapted…
Descriptors: Student Behavior, Behavior Problems, Behavior Modification, Classroom Techniques
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Griffiths, Amy-Jane; Izumi, Jared T.; Alsip, James; Furlong, Michael J.; Morrison, Gale M. – Preventing School Failure, 2019
This research examined the risk and protective factors of responders and nonresponders to a schoolwide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternative school. Students completed self-perception measures of individual, school, community, and home systems. Multivariate analysis of variance indicated a…
Descriptors: Positive Behavior Supports, At Risk Students, Nontraditional Education, Delinquency
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MacSuga-Gage, Ashley S.; Ennis, Robin P.; Hirsch, Shanna E.; Evanovich, Lauren – Preventing School Failure, 2018
This article describes the critical need for behavioral supports to be implemented across all students. The current inflammatory social and political climate appears to be having a negative effect on student social behavior, something we call the "Trump Effect." The authors advocate for specific ways educators can improve school climate…
Descriptors: Student Behavior, Behavior Problems, Classroom Techniques, Evidence Based Practice
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LaBrot, Zachary C.; Dufrene, Brad; Pasqua, Jamie; Radley, Keith C., III; Olmi, Joe; Bates-Brantley, Kayla; Helbig, Kate; Melendez, Marian; Murphy, Ashley – Preventing School Failure, 2018
The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral functions were identified through indirect, descriptive, and experimental assessment. Participants included three preschool-age children in three center-based classrooms in a…
Descriptors: Comparative Analysis, Reinforcement, Contingency Management, Functional Behavioral Assessment
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Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia – Preventing School Failure, 2018
Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning…
Descriptors: Teacher Empowerment, Educational Strategies, Self Evaluation (Individuals), Elementary School Students
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Wasburn-Moses, Leah; Noltemeyer, Amity – Preventing School Failure, 2018
Finding new ways to serve youth at risk is critical to the field of education. A model alternative school-university partnership was created in concert with youth-mentoring evidence-based practices. The current study evaluates student outcomes from the program's first six years. Data on students' grades, credits earned, and behavior are reported.…
Descriptors: College School Cooperation, Partnerships in Education, Mentors, At Risk Students
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Hendrix, Nicole M.; Vancel, Samantha M.; Bruhn, Allison L.; Wise, Sara; Kang, Sungeun – Preventing School Failure, 2018
Paraprofessionals carry out behavior interventions for students with challenging behavior in inclusive classroom settings. Examination of paraprofessional involvement in behavior interventions informs how paraprofessionals may best support intervention implementation. The researchers used a withdrawal design to evaluate the effects of a…
Descriptors: Classroom Techniques, Intervention, Paraprofessional School Personnel, Student Behavior
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Oakes, Wendy Peia; Lane, Kathleen Lynne; Hirsch, Shanna Eisner – Preventing School Failure, 2018
It can be challenging for educators to select intervention tactics based on the function of the student's behavior. In this article, authors offer practical information on behavioral function and environmental-focused intervention ideas for educators developing behavior intervention plans. Ideas are organized according to the hypothesized function…
Descriptors: Functional Behavioral Assessment, Intervention, Student Behavior, Classroom Techniques
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Chitiyo, Jonathan; May, Michael E. – Preventing School Failure, 2018
The Schoolwide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the United States and abroad. Despite its widespread implementation, little research has examined factors that influence its sustainability. Informed by Rogers's diffusion theory, this study examined school personnel's…
Descriptors: Positive Behavior Supports, Behavior Modification, Intervention, Sustainability
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Knowles, Christen; Massar, Michelle; Raulston, Tracy Jane; Machalicek, Wendy – Preventing School Failure, 2017
Students with challenging behavior severe enough to warrant placement in a self-contained special education classroom statistically have poor school and post-school outcomes compared to typical peers. Teachers in these classrooms often lack sufficient training to meet student needs. This pilot study investigated the use of a telehealth…
Descriptors: Self Contained Classrooms, Special Education, Student Behavior, Behavior Problems
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