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Alkhadim G. The detrimental effects of student-disordered behavior at school: evidence from using the cusp catastrophe. Front Psychol 2024; 14:1346232. [PMID: 38274686 PMCID: PMC10808790 DOI: 10.3389/fpsyg.2023.1346232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 12/14/2023] [Indexed: 01/27/2024] Open
Abstract
Introduction The purpose of the present study is to examine the potentially complex relationship between disordered behavior at school and students' engagement with reading activities given that they enjoy reading. Of particular interest is the role of disordered behavior which we believe moderated the relationship between liking reading and reading engagement. Methods Participants were 2,420 fourth graders who participated in the 2021 PIRLS study from Saudi Arabia and were selected using stratified random sampling from 117 schools in the Kingdom. Data were analyzed using linear and nonlinear means such as the linear model, the logistic model, and the cusp catastrophe. Results Results pointed to the superiority of the cusp catastrophe towards predicting student engagement in reading by highlighting the splitting role of students' disruptive classroom behavior. Discussion It was evident that exceeding a critical upward level in disruptive classroom behavior was associated with unpredictable and sudden changes in reading engagement. It is concluded that the application of non-linear means may be conducive to understanding complex educational phenomena.
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Affiliation(s)
- Ghadah Alkhadim
- Faculty of Educational Psychology, Taif University, Taif, Saudi Arabia
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Smith TE, Thompson AM, Maynard BR. Self-management interventions for reducing challenging behaviors among school-age students: A systematic review. CAMPBELL SYSTEMATIC REVIEWS 2022; 18:e1223. [PMID: 36913185 PMCID: PMC8902300 DOI: 10.1002/cl2.1223] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
BACKGROUND Challenging classroom behaviors can interfere with student social and academic functioning and may be harmful to everyone in schools. Self-management interventions within schools can address these concerns by helping students develop necessary social, emotional, and behavioral skills. Thus, the current systematic review synthesized and analyzed school-based self-management interventions used to address challenging classroom behaviors. OBJECTIVES The current study aimed to inform practice and policy by (a) evaluating the effectiveness of self-management interventions at improving classroom behaviors and academic outcomes and (b) examining the state of research for self-management interventions based on existing literature. SEARCH METHODS Comprehensive search procedures included electronically searching online databases (e.g., EBSCO Academic Search Premier, MEDLINE, ERIC, PsycINFO), hand-searching 19 relevant journals (e.g., School Mental Health, Journal of School Psychology), reference-list searching 21 relevant reviews, and searching gray literature (e.g., contacting authors, searching online dissertation/theses databases and national government clearinghouses/websites). Searches were completed through December of 2020. SELECTION CRITERIA Included studies employed either a multiple group-design (i.e., experimental or quasi-experimental) or single-case experimental research design and met the following criteria: (a) utilized a self-management intervention, (b) conducted in a school setting, (c) included school-aged students, and (d) assessed classroom behaviors. DATA COLLECTION AND ANALYSIS Standard data collection procedures expected by the Campbell Collaboration were used in the current study. Analyses for single-case design studies incorporated three-level hierarchical models to synthesize main effects, and meta-regression for moderation. Further, robust variance estimation was applied to both single-case design and group-design studies to account for dependency issues. MAIN RESULTS Our final single-case design sample included 75 studies, 236 participants, and 456 effects (i.e., 351 behavioral outcomes and 105 academic outcomes). Our final group-design sample included 4 studies, 422 participants, and 11 total behavioral effects. Most studies occurred in the United States, in urban communities, in public schools, and in elementary settings. Single-case design results indicated that self-management interventions significantly and positively impacted both student classroom behaviors (LRRi = 0.69, 95% confidence interval [CI] [0.59, 0.78]) and academic outcomes (LRRi = 0.58, 95% CI [0.41, 0.76]). Single-case results were found to be moderated by student race and special education status, whereas intervention effects were more pronounced for African American students (F = 5.56, p = 0.02) and students receiving special education services (F = 6.87, p = 0.01). Single-case results were not found to be moderated by intervention characteristics (i.e., intervention duration, fidelity assessment, fidelity method, or training). Despite positive findings for single-case design studies, risk of bias assessment indicated methodological shortcomings that should be considered when interpreting findings. A significant main effect of self-management interventions for improving classroom behaviors was also revealed for group-design studies (g = 0.63, 95% CI [0.08, 1.17]). However, these results should be interpreted with caution given the small number of included group-design studies. IMPLICATIONS FOR POLICY PRACTICE AND RESEARCH The current study, conducted using comprehensive search/screening procedures and advanced meta-analytic techniques, adds to the large amount of evidence indicating that self-management interventions can be successfully used to address student behaviors and academic outcomes. In particular, the use specific self-management elements (i.e., self-determining a performance goal, self-observing and recording progress, reflecting on a target behavior, and administering primary reinforcers) should be considered within current interventions as well as in the development of future interventions. Future research should aim to assess the implementation and effects of self-management at the group or classroom-level within randomized controlled trials.
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Affiliation(s)
- Tyler E. Smith
- Department of Educational, School, & Counseling Psychology, Missouri Prevention Science InstituteUniversity of MissouriColumbiaMissouriUSA
| | - Aaron M. Thompson
- School of Social Work, Missouri Prevention Science InstituteUniversity of MissouriColumbiaMissouriUSA
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McNicholas PJ, Floyd RG, Fennimore LE, Fitzpatrick SA. Determining journal article citation classics in school psychology: An updated bibliometric analysis using Google Scholar, Scopus, and Web of Science. J Sch Psychol 2022; 90:94-113. [PMID: 34969490 DOI: 10.1016/j.jsp.2021.11.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2020] [Revised: 08/01/2021] [Accepted: 11/08/2021] [Indexed: 01/16/2023]
Abstract
Bibliometric analyses have been the primary form of examining and evaluating literature within a field of study. By focusing on citation count and source, researchers have been able to identify journal articles considered to be high impact in reach and relevance, branding them "citation classics" in a field. As time progresses, technology, methods, and metrics for conducting these analyses have improved, and although there have been several studies designed to identify citation classics and patterns of citations supporting them in school psychology literature, none have done so in an updated, comprehensive manner. To address these limitations, the current study aims to replicate and extend these works in three major ways: (a) including 11 primary school psychology journals in the search, (b) using three of the largest reference databases, and (c) collapsing results across these databases to accurately identify the most highly cited articles. The search yielded evidence of more than 12,000 articles accruing more than 500,000 citations. The 100 most highly cited articles were identified, and the majority were classified as explicative (n = 63) and quantitative (n = 70). Themes of bullying, burnout, and teacher-child relationships were the prominent focus. School psychology's citation classics tended to feature quantitative research and examine the relations between constructs, and several revealed a new category of citations classics: the methodological and statistical article.
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Rames‐LaPointe J, Hixson MD. On‐Task in a Box
as a classwide intervention: Effects on on‐task behavior and academic productivity. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | - Michael D. Hixson
- Department of Psychology Central Michigan University Mount Pleasant Michigan USA
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McClain MB, Callan GL, Harris B, Floyd RG, Haverkamp CR, Golson ME, Longhurst DN, Benallie KJ. Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019. J Sch Psychol 2021; 84:74-94. [DOI: 10.1016/j.jsp.2020.11.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 08/20/2020] [Accepted: 11/17/2020] [Indexed: 11/24/2022]
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Effectiveness of a Teacher Training Program for Students with Symptoms of Developmental Disorders: Data from a Correspondence High School in Japan. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17093100. [PMID: 32365607 PMCID: PMC7246544 DOI: 10.3390/ijerph17093100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/08/2020] [Revised: 04/19/2020] [Accepted: 04/20/2020] [Indexed: 12/03/2022]
Abstract
In the present study, a teacher training program based on behavioral therapy was conducted for high school correspondence course teachers of adolescents aged between 15 and 18 years who showed developmental difficulties. Participating teachers were assigned to either an immediate treatment (IT; n = 13) or delayed treatment control (DTC; n = 17) group to evaluate the effectiveness of the program, which comprised five 90-min sessions with small groups of three to six participants and was conducted over three months. The results showed significant improvement in students’ behaviors and social responsiveness and in teachers’ confidence among those in the IT group; however, those in the DTC group did not show any such improvement. We discuss the program’s feasibility in terms of developing support resources for teachers in Japanese high schools.
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Fu W, Liang J, Wang L, Xu R, Xiao F. Teacher-student interaction in a special school for students with developmental disabilities in Chinese context. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2020; 68:168-181. [PMID: 35309700 PMCID: PMC8928830 DOI: 10.1080/20473869.2020.1729018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Revised: 01/21/2020] [Accepted: 02/04/2020] [Indexed: 06/14/2023]
Abstract
This paper analyzes interactions between teachers and students with developmental disabilities in a special education school in China, which is still the main educational placement for the disabled in China. Video observation data collected from six students in second grade and one teacher, were coded by an improved Flanders Interaction Analysis System (iFIAS). Results indicate that the teacher played the dominant role in the class while her/his instruction was student-oriented, several evidence-based strategies were used to motivate students' engagement, including questioning, timely feedback, reinforcement, game teaching, students' self-determination. Few peer interactions happened due to homogeneous grouping. Besides, the frequency of interaction patterns between teachers and students with developmental disabilities (DD) of different learning ability was similar while the interaction patterns were different. There were more non-academic interactions between the teacher and students with most serious disabilities in the class than others, while there existed more cognitive extension-partial and full interactions between teachers and students with least serious disabilities in the class than others. The results shed light on how teachers interact with students who have DD, and how interactions can be differentially delivered to students with DD of various learning abilities.
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Affiliation(s)
- Wangqian Fu
- China Institute of Education and Social Development, Beijing Normal University, Beijing, P. R. China
| | - Jili Liang
- Institute of Special Education, Faculty of Education, Beijing Normal University, Beijing, P. R. China
| | - Lihong Wang
- Institute of Special Education, Faculty of Education, Beijing Normal University, Beijing, P. R. China
| | - Ran Xu
- Institute of Special Education, Faculty of Education, Beijing Normal University, Beijing, P. R. China
| | - Fei Xiao
- Institute of Special Education, Faculty of Education, Beijing Normal University, Beijing, P. R. China
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Briesch AM, Briesch JM. Meta-Analysis of Behavioral Self-Management Interventions in Single-Case Research. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr45-1.3-18] [Citation(s) in RCA: 61] [Impact Index Per Article: 12.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Ramirez LH, Hawkins RO, Collins TA, Ritter C, Haydon T. Generalizing the Effects of Group Contingencies Across Instructional Settings for Students With Emotional and Behavioral Disorders. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0122.v48-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Radley KC, Dart EH, O'Handley RD. The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr45-1.93-108] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Hawkins RO, Haydon T, Denune H, Larkin W, Fite N. Improving the Transition Behavior of High School Students With Emotional Behavioral Disorders Using a Randomized Interdependent Group Contingency. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-14-0020.1] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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Kehle TJ, Bray MA. Commentary: Current Perspectives on School-Based Behavioral Interventions: Science and Reality of the Classroom. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2004.12086258] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Popkin J, Skinner CH. Enhancing Academic Performance in a Classroom Serving Students With Serious Emotional Disturbance: Interdependent Group Contingencies With Randomly Selected Components. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2003.12086199] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Skinner CH, Williams RL, Neddenriep CE. Using Interdependent Group-Oriented Reinforcement to Enhance Academic Performance in General Education Classrooms. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2004.12086255] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Gresham FM. Current Status and Future Directions of School-Based Behavioral Interventions. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2004.12086252] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Bear GG. School Discipline in the United States: Prevention, Correction, and Long-Term Social Development. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1998.12085894] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Maughan DR, Christiansen E, Jenson WR, Olympia D, Clark E. Behavioral Parent Training as a Treatment for Externalizing Behaviors and Disruptive Behavior Disorders: A Meta-Analysis. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086287] [Citation(s) in RCA: 61] [Impact Index Per Article: 12.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Dadakhodjaeva K, Radley KC, Tingstrom DH, Dufrene BA, Dart EH. Effects of Daily and Reduced Frequency Implementation of the Good Behavior Game in Kindergarten Classrooms. Behav Modif 2019; 44:471-495. [PMID: 30698455 DOI: 10.1177/0145445519826528] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases.
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Affiliation(s)
| | | | | | - Brad A Dufrene
- The University of Southern Mississippi, Hattiesburg, USA
| | - Evan H Dart
- The University of Southern Mississippi, Hattiesburg, USA
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Veenman B, Luman M, Oosterlaan J. Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials. PLoS One 2018; 13:e0201779. [PMID: 30303966 PMCID: PMC6179198 DOI: 10.1371/journal.pone.0201779] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2017] [Accepted: 07/23/2018] [Indexed: 12/04/2022] Open
Abstract
OBJECTIVE This meta-analysis evaluated the efficacy of behavioral classroom programs on symptoms of Attention-deficit Hyperactivity Disorder or Oppositional Defiant and/or Conduct Disorder in primary school children. METHOD Online database searches (in PubMed, Embase, Psycinfo, and Eric) yielded nineteen randomized controlled trials (N = 18,094), comparing behavioral classroom programs (including multimodal programs involving a classroom program) to no treatment/treatment as usual. Random-effects meta-analyses were conducted for teacher-rated and classroom-observed disruptive classroom behavior and for classroom-observed on-task behavior. Post-hoc analyses investigated whether effects depended on type and severity of problem behavior. Meta-regressions studied the moderating effects of age, gender, and intervention duration. RESULTS Small positive effects were found on teacher-rated disruptive behavior (d = -0.20) and classroom-observed on-task behavior (d = 0.39). Program effects on teacher-rated disruptive behavior were unrelated to age, gender, type and severity, but negatively associated with intervention duration (R2 = 0.43). CONCLUSION Behavioral classroom programs have small beneficial effects on disruptive behavior and on-task behavior. Results advocate universal programs for entire classrooms to prevent and reduce disruptive classroom behavior.
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Affiliation(s)
- Betty Veenman
- Clinical Neuropsychology section, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Marjolein Luman
- Clinical Neuropsychology section, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Jaap Oosterlaan
- Clinical Neuropsychology section, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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Stratton KK, Gadke DL, Morton RC. Using the Good Behavior Game with High School Special Education Students: Comparing Student- and Teacher-Selected Reinforcers. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2018. [DOI: 10.1080/15377903.2018.1509920] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Kasee K. Stratton
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, Mississippi, USA
| | - Daniel L. Gadke
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, Mississippi, USA
| | - Reeva C. Morton
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, Mississippi, USA
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Long ACJ, Renshaw TL, Camarota D. Classroom Management in an Urban, Alternative School: a Comparison of Mindfulness and Behavioral Approaches. ACTA ACUST UNITED AC 2018. [DOI: 10.1007/s40688-018-0177-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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Wiskow KM, Ruiz-Olivares R, Matter AL, Donaldson JM. Evaluation of the Good Behavior Game with a child with fetal alcohol syndrome in a small-group context. BEHAVIORAL INTERVENTIONS 2018. [DOI: 10.1002/bin.1515] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Katie M. Wiskow
- Department of Psychology and Child Development; California State University Stanislaus; Turlock CA USA
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Scott KC, Skinner CH, Moore TC, McCurdy M, Ciancio D, Cihak DF. Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr-2017-0037.v46-3] [Citation(s) in RCA: 49] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Hansen BD, Caldarella P, Williams L, Wills HP. Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams. Behav Modif 2017; 41:626-646. [PMID: 28776432 DOI: 10.1177/0145445517698418] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students' classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.
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Chaffee RK, Johnson AH, Volpe RJ. A Meta-Analysis of Class-Wide Interventions for Supporting Student Behavior. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr-2017-0015.v46-2] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Bruni TP, Drevon D, Hixson M, Wyse R, Corcoran S, Fursa S. THE EFFECT OF FUNCTIONAL BEHAVIOR ASSESSMENT ON SCHOOL-BASED INTERVENTIONS: A META-ANALYSIS OF SINGLE-CASE RESEARCH. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22007] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Willmann M, Seeliger GM. SEBD inclusion research synthesis: a content analysis of research themes and methods in empirical studies published in the journalEmotional and Behavioural Difficultiesfrom 1996–2014. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2016. [DOI: 10.1080/13632752.2016.1255441] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Marc Willmann
- Institute for Rehabilitation Sciences, Humboldt-Universität zu Berlin, Hildesheim, Germany
| | - Georg M. Seeliger
- Institute for Rehabilitation Sciences, Humboldt-Universität zu Berlin, Hildesheim, Germany
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Wills H, Kamps D, Fleming K, Hansen B. Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial. EXCEPTIONAL CHILDREN 2016; 83:58-76. [PMID: 34267402 PMCID: PMC8279112 DOI: 10.1177/0014402916658658] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary school students with or at risk for emotional behavior disorders (EBD). Seventeen elementary schools, 159 general education teachers, and 313 students participated in the randomized-control group design study. Fidelity of implementation was strong for intervention group teachers and was measured across groups and throughout baseline conditions. Results suggest that CW-FIT can be used to increase on-task behavior and reduce the disruptive behavior of students with or at risk for EBD. In addition, teachers in intervention classes increased praise and reduced reprimands to individual students and along with their students, reported high levels of consumer satisfaction.
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Abstract
The purpose of the present study is twofold: (a) to compare the validation of percentage of nonoverlapping data approach and percentage of data points exceeding the median of baseline phase (PEM) approach, and (b) to demonstrate application of the PEM approach in conducting a quantitative synthesis of single-subject research investigating the effectiveness of self-control. The results show that the PEM had higher Spearman correlation with original authors’judgment than PND did. The results of applying the PEM approach to synthesize the effect of self-control training on academic and social behavior showed that the treatment was highly or at least moderately effective.
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Affiliation(s)
- Hsen-Hsing Ma
- Department of Education, National Chengchi University, Taipei City, Taiwan.
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Stage SA. The Validity of Functional Behavioral Assessment with Students of Average Intellectual Ability. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2016. [DOI: 10.1177/082957350001500206] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In the United States, functional behavioral assessment (FBA) is a new requirement of the 1997 Amendments to Individuals with Disabilities Education Act for students who exhibit challenging behavior. FBA has been extensively studied with persons with severe and profound intellectual disabilities within clinical settings. However, there is limited research with students with average intellectual ability in public education settings. This article reviews seven pertinent validity indices associated with FBA: external validity, content validity, convergent validity, criterion validity, treatment validity, social validity, and habilitative validity. In short, much research is needed to inform practitioners about conducting valid FBAwith students with average intellectual ability.
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Trevino-Maack SI, Kamps D, Wills H. A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students' Class-Work and Active Engagement. REMEDIAL AND SPECIAL EDUCATION : RASE 2015; 36:347-360. [PMID: 26617432 PMCID: PMC4657564 DOI: 10.1177/0741932514561865] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students' reading logs and overall classroom and individual student academic engagement.
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Affiliation(s)
| | - Debra Kamps
- Juniper Gardens Children’s Project, 444 Minnesota Avenue, Kansas City, KS 66101
| | - Howard Wills
- Juniper Gardens Children’s Project, 444 Minnesota Avenue, Kansas City, KS 66101
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Hine JF, Ardoin SP, Foster TE. Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components. J Appl Behav Anal 2015. [DOI: 10.1002/jaba.233] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Kamps D, Wills H, Bannister HD, Heitzman-Powell L, Kottwitz E, Hansen B, Fleming K. Class-Wide Function-Related Intervention Teams "CW-FIT" Efficacy Trial Outcomes. JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS 2015; 17:134-145. [PMID: 26279616 PMCID: PMC4532396 DOI: 10.1177/1098300714565244] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The purpose of the study was to determine the efficacy of the Class-wide Function-related Intervention Teams (CW-FIT) program for improving students' on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate behaviors (i.e., getting the teacher's attention, following directions, and ignoring inappropriate behaviors of peers). Seventeen elementary schools, the majority in urban and culturally diverse communities, participated in a randomized trial with 86 teachers (classrooms) assigned to CW-FIT, and 73 teachers (classrooms) assigned to the comparison group. Class-wide student on-task behavior improved over baseline levels in the intervention classes. Teachers were able to implement the intervention with high fidelity overall, as observed in adherence to 96% of the fidelity criteria on average. Teacher praise and attention to appropriate behaviors increased, and reprimands decreased. These effects were replicated in new classrooms each of the 4 years of the study, and for all years combined.
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Affiliation(s)
- Debra Kamps
- University of Kansas, Juniper Gardens Children’s Project, 444 Minnesota Avenue, Kansas City, KS 66101
| | - Howard Wills
- University of Kansas, Juniper Gardens Children’s Project, 444 Minnesota Avenue, Kansas City, KS 66101
| | - Harriett Dawson Bannister
- University of Kansas, Juniper Gardens Children’s Project, 444 Minnesota Avenue, Kansas City, KS 66101
| | - Linda Heitzman-Powell
- University of Kansas Medical Center, Center for Child Health and Development 3901 Rainbow Blvd, Kansas City, KS 66160
| | - Esther Kottwitz
- Kansas City KS Public Schools, 2010 N. 59Street, Kansas City, KS 66104
| | - Blake Hansen
- Brigham Young University, Office340-C, McKay School of Education, Provo, UT 84602
| | - Kandace Fleming
- University of Kansas, Life Span Institute, Dole Building, Lawrence, KS 66045
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COMBINING SELF-MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21846] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Attributions of malice to special education policy and practice. ACTA ACUST UNITED AC 2015. [DOI: 10.1108/s0735-004x(2009)0000022004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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Fabiano GA, Schatz NK, Aloe AM, Chacko A, Chronis-Tuscano A. A systematic review of meta-analyses of psychosocial treatment for attention-deficit/hyperactivity disorder. Clin Child Fam Psychol Rev 2015; 18:77-97. [PMID: 25691358 PMCID: PMC4346344 DOI: 10.1007/s10567-015-0178-6] [Citation(s) in RCA: 66] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The present report synthesizes outcomes across meta-analyses of psychosocial (i.e., non-pharmacological) treatments for ADHD. A total of 12 meta-analyses were identified that met search criteria. The meta-analyses were notable in that there was surprisingly little overlap in studies included across them (range of overlap was 2-46 %). Further, there was considerable diversity across the meta-analyses in terms of the inclusion/exclusion criteria, types of psychosocial treatments reviewed, methodological characteristics, and magnitude of reported effect sizes, making it difficult to aggregate findings across meta-analyses or to investigate moderators of outcome. Effect sizes varied across the outcomes assessed, with meta-analyses reporting positive and significant effect sizes for measures of some areas of child impairment (e.g., social impairment) and small and more variable effect sizes for distal and/or untargeted outcomes (e.g., academic achievement). Results are reviewed in light of the larger literature on psychosocial interventions for ADHD, and specific recommendations for future meta-analyses of psychosocial treatments for ADHD are offered.
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Affiliation(s)
- Gregory A Fabiano
- University at Buffalo, SUNY, 334 Diefendorf Hall, Buffalo, NY, 14214, USA,
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Sancassiani F, Pintus E, Holte A, Paulus P, Moro MF, Cossu G, Angermeyer MC, Carta MG, Lindert J. Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials. Clin Pract Epidemiol Ment Health 2015; 11:21-40. [PMID: 25834626 PMCID: PMC4378066 DOI: 10.2174/1745017901511010021] [Citation(s) in RCA: 59] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2014] [Revised: 09/19/2014] [Accepted: 10/06/2014] [Indexed: 01/13/2023]
Abstract
Background: The acquisition of social and emotional skills is associated with positive youth development, character education, healthy lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth’s wellbeing. Aim: To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and social skills. Methods: Systematic review by searching for relevant papers in PubMed/Medline with the following key words: “mental health” OR “wellbeing” OR “health promotion” OR “emotional learning” OR “social learning” OR “emotional and social learning” OR “positive youth development” OR “life skills” OR “life skills training” AND “school”. Interval was set from January 2000 to April 2014. Results: 1,984 papers were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after ≥ 6 months. The results of all these trials were examined and discussed. Conclusion: Universal school-based RCTs to enhance emotional and social skills showed controversial findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth wellbeing and therefore are important in the real world.
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Affiliation(s)
- Federica Sancassiani
- Department of Public Health, Clinical and Molecular Medicine, University of Cagliari, Italy
| | - Elisa Pintus
- Department of Public Health, Clinical and Molecular Medicine, University of Cagliari, Italy
| | - Arne Holte
- Norwegian Institute of Public Health, Oslo, Norway
| | - Peter Paulus
- Institute of Psychologie & Center for Applied Sciences of Health, Leuphana University Lueneburg, Germany
| | - Maria Francesca Moro
- Department of Public Health, Clinical and Molecular Medicine, University of Cagliari, Italy
| | - Giulia Cossu
- Department of Public Health, Clinical and Molecular Medicine, University of Cagliari, Italy
| | - Matthias C Angermeyer
- Department of Public Health, Clinical and Molecular Medicine, University of Cagliari, Italy
| | - Mauro Giovanni Carta
- Department of Public Health, Clinical and Molecular Medicine, University of Cagliari, Italy
| | - Jutta Lindert
- University of Applied Sciences Emden, Emden, Germany; Brandeis University, Waltham, USA
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Richard S, Eichelberger I, Döpfner M, Hanisch C. Schulbasierte Interventionen bei ADHS und Aufmerksamkeitsproblemen: Ein Überblick. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2015. [DOI: 10.1024/1010-0652/a000141] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Kinder mit einer Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) oder subklinischen Aufmerksamkeitsproblemen sind in ihrer schulischen Leistungsfähigkeit beeinträchtigt. Für Lehrkräfte stellen diese Beeinträchtigungen eine große Herausforderung dar. Im Zuge der Umsetzung der Behindertenrechtskonvention der Vereinten Nationen (UN) wird der Bedarf an effektiven Strategien zum Umgang mit diesen Verhaltensauffälligkeiten an allgemeinbildenden Schulen deutlich steigen. Ziel der vorliegenden Arbeit ist es, einen Überblick über effektive Klassen-, Lehrkraft- und Schüler-zentrierte Maßnahmen für Schüler mit Aufmerksamkeitsproblemen zu geben. Die aktuelle Studienlage zu Interventionen im Schulsetting bietet überwiegend Einzelfallstudien, die eine Generalisierung der Ergebnisse erschweren. Unter Berücksichtigung der Studienqualität können daher nur interdependente Gruppenverstärkerpläne (klassen-zentriert) als evidenzbasiert bezeichnet werden. Forschungsmethodische Einschränkungen und Forschungsperspektiven werden diskutiert.
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Affiliation(s)
- Stefanie Richard
- Fachbereich Sozial- und Kulturwissenschaften, Fachhochschule Düsseldorf
| | - Ilka Eichelberger
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters, Universität Köln
| | - Manfred Döpfner
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters, Universität Köln
| | - Charlotte Hanisch
- Fachbereich Sozial- und Kulturwissenschaften, Fachhochschule Düsseldorf
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Sanetti LMH, Chafouleas SM, Fallon LM, Jaffrey R. Increasing Teachers' Adherence to a Classwide Intervention Through Performance Feedback Provided by a School-Based Consultant: A Case Study. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2014. [DOI: 10.1080/10474412.2014.923734] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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42
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Blaze JT, Olmi DJ, Mercer SH, Dufrene BA, Tingstom DH. Loud versus quiet praise: A direct behavioral comparison in secondary classrooms. J Sch Psychol 2014; 52:349-60. [DOI: 10.1016/j.jsp.2014.05.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2012] [Revised: 05/28/2014] [Accepted: 05/28/2014] [Indexed: 10/25/2022]
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Pelham WE, Burrows-MacLean L, Gnagy EM, Fabiano GA, Coles EK, Wymbs BT, Chacko A, Walker KS, Wymbs F, Garefino A, Hoffman MT, Waxmonsky JG, Waschbusch DA. A dose-ranging study of behavioral and pharmacological treatment in social settings for children with ADHD. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2014; 42:1019-31. [PMID: 24429997 PMCID: PMC4090274 DOI: 10.1007/s10802-013-9843-8] [Citation(s) in RCA: 57] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Placebo and three doses of methylphenidate (MPH) were crossed with 3 levels of behavioral modification (no behavioral modification, NBM; low-intensity behavioral modification, LBM; and high-intensity behavior modification, HBM) in the context of a summer treatment program (STP). Participants were 48 children with ADHD, aged 5-12. Behavior was examined in a variety of social settings (sports activities, art class, lunch) that are typical of elementary school, neighborhood, and after-school settings. Children received each behavioral condition for 3 weeks, order counterbalanced across groups. Children concurrently received in random order placebo, 0.15 mg/kg/dose, 0.3 mg/kg/dose, or 0.6 mg/kg/dose MPH, 3 times daily with dose manipulated on a daily basis in random order for each child. Both behavioral and medication treatments produced highly significant and positive effects on children's behavior. The treatment modalities also interacted significantly. Whereas there was a linear dose-response curve for medication in NBM, the dose-response curves flattened considerably in LBM and HBM. Behavior modification produced effects as large as moderate doses, and on some measures, high doses of medication. These results replicate and extend to social-recreational settings previously reported results in a classroom setting from the same sample (Fabiano et al., School Psychology Review, 36, 195-216, 2007). Results illustrate the importance of taking dosage/intensity into account when evaluating combined treatments; there were no benefits of combined treatments when the dosage of either treatment was high but combination of the low-dose treatments produced substantial incremental improvement over unimodal treatment.
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Affiliation(s)
- William E Pelham
- Psychology and Psychiatry, Center for Children and Families MMC, Florida International University, AHC 1 Rm 146, 11200 SW 8th Street, Miami, FL, 33199, USA,
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44
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Cook CR, Collins T, Dart E, Vance MJ, McIntosh K, Grady EA, DeCano P. EVALUATION OF THE CLASS PASS INTERVENTION FOR TYPICALLY DEVELOPING STUDENTS WITH HYPOTHESIZED ESCAPE-MOTIVATED DISRUPTIVE CLASSROOM BEHAVIOR. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21742] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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45
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Huang KY, Cheng S, Theise R. School contexts as social determinants of child health: current practices and implications for future public health practice. Public Health Rep 2013; 128 Suppl 3:21-8. [PMID: 24179275 PMCID: PMC3945445 DOI: 10.1177/00333549131286s304] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Affiliation(s)
- Keng-Yen Huang
- New York University Langone School of Medicine, New York University Child Study Center, New York, NY
| | - Sabrina Cheng
- New York University Langone School of Medicine, New York University Child Study Center, New York, NY
| | - Rachelle Theise
- New York University Langone School of Medicine, New York University Child Study Center, New York, NY
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46
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Flower A, McKenna J, Muething CS, Bryant DP, Bryant BR. Effects of the Good Behavior Game on Classwide Off-Task Behavior in a High School Basic Algebra Resource Classroom. Behav Modif 2013; 38:45-68. [DOI: 10.1177/0145445513507574] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study investigated the effects of the Good Behavior Game (GBG) on classwide off-task behavior in two ninth-grade basic algebra resource classes. Ten students with a variety of disabilities, in two classrooms, and their special education resource teacher participated in this study. A reversal design was employed, in which the special education teacher implemented GBG compared to typical practice-algebra readiness instruction. Results showed that classwide off-task behavior decreased in the GBG conditions compared to the baseline and reversal conditions. Fidelity measures indicated that the teacher implemented GBG with fidelity. Students and the teacher rated GBG favorably. Overall findings support the use of GBG for reducing classwide off-task behavior. Implications for practice and future research directions are presented.
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47
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Bear GG. Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision? JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2013. [DOI: 10.1080/10474412.2013.845495] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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48
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Trudeau L, Mason WA, Randall GK, Spoth R, Ralston E. Effects of parenting and deviant peers on early to mid-adolescent conduct problems. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2013; 40:1249-64. [PMID: 22648200 DOI: 10.1007/s10802-012-9648-1] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
We investigated the influence of effective parenting behaviors (father and mother reports) and deviant peer association (adolescent reports) on subsequent young adolescent conduct problems (teacher reports) during grades 7-9, using structural equation modeling. Data were from a sample of 226 rural adolescents (n = 112 boys; n = 107 girls; n = 7 gender unknown), their parents, and teachers. Both effective parenting and association with deviant peers influenced later conduct problems; however, the pattern of influence varied across time and between fathers and mothers, with complex patterns of interactions between effective parenting and peer deviance. From seventh to eighth grade, effective parenting by both mothers and fathers buffered the effect of higher levels of peer deviance on conduct problems across adolescent gender. From eighth to ninth grade (i.e., transition into high school), fathers' effective parenting buffered the effects of deviant peer association on their daughters' conduct problems, whereas both fathers' and mothers' influence was stronger for sons when deviant peer associations were lower. Analyses also evaluated bi-directional longitudinal effects among adolescents, parents, and peers. Although varying by parent and adolescent gender or adolescent age, results generally supported the protective effects of parenting on their children's conduct problems during early to mid adolescence.
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Affiliation(s)
- Linda Trudeau
- Partnerships in Prevention Science Institute, Iowa State University, 2625 North Loop Drive, Suite 2400, Ames, IA 50010, USA.
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Tyler-Merrick G, Church J. The importance of effective behaviour screening in the early years. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2013. [DOI: 10.1080/13632752.2012.697747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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50
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Hagermoser Sanetti LM, Fallon LM, Collier-Meek MA. INCREASING TEACHER TREATMENT INTEGRITY THROUGH PERFORMANCE FEEDBACK PROVIDED BY SCHOOL PERSONNEL. PSYCHOLOGY IN THE SCHOOLS 2012. [DOI: 10.1002/pits.21664] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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