Peer-Mediated Group Supports

2021 ◽  
pp. 199-214
Author(s):  
Christopher H. Skinner ◽  
Tara Moore ◽  
Jessica F. Eshbaugh
Keyword(s):  
Classroom Management ◽  
Behavioral Interventions ◽  
Management Strategies ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Group Contingencies ◽  
Efficient Manner ◽  
Positive Behavior Interventions ◽  
Classroom Management Strategies

Peer-mediated group supports are distinguished from peer-mediated behavioral interventions due to their potential to affect the behavior of a large number of students in an efficient manner. As such, this chapter introduces School-Wide Positive Behavior Interventions and Supports, classroom management strategies, and group contingencies, discussing the research supporting these strategies. This chapter also discusses the strengths and challenges of these approaches, as well as considerations for implementing peer-mediated group supports in schools.

Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings

2017 ◽  
Vol 26 (2) ◽  
pp. 81-88
Author(s):  
William C. Hunter ◽  
Sally Barton-Arwood ◽  
Andrea Jasper ◽  
Renee Murley ◽  
Tarol Clements
Keyword(s):  
At Risk ◽  
Classroom Management ◽  
Emotional And Behavioral Disorders ◽  
Veteran Teachers ◽  
Management Program ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Explicit Timing ◽  
Positive Behavior Interventions ◽  
Classroom Level

In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms.

Tier I Basics

2019 ◽  
pp. 180-203
Author(s):  
Lindsay M. Fallon ◽  
Marlana R. Mueller ◽  
Kathryn D. Kurtz ◽  
Sadie C. Cathcart
Keyword(s):  
Classroom Management ◽  
Problem Behaviors ◽  
Progress Monitoring ◽  
Essential Elements ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Educational Settings ◽  
Positive Behavior Interventions ◽  
Tier I

Tier I interventions are implemented on a school-wide or class-wide level and are intended to limit the development of problem behaviors. This chapter describes the preventive focus and emphasis on efficiency of these strategies, provides specific progress monitoring assessments, and introduces general issues related to classroom management. The approach of school-wide positive behavior interventions and supports (SWPBIS) is defined, and essential elements of systems, practices, data, outcomes, and building readiness are described. Next, class-wide PBIS procedures are discussed in terms of developing routines, rules, and expectations, acknowledgment of appropriate behaviors, and responding to problem behaviors. Finally, Tier I interventions in other educational settings (e.g., hallway, cafeteria) are discussed.

Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out

2021 ◽  
pp. 019874292110018
Author(s):  
Caitlyn E. Majeika ◽  
Joseph H. Wehby ◽  
Eleanor M. Hancock
Keyword(s):  
Elementary Students ◽  
Problem Behavior ◽  
Positive Behavior ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Tier 2 Interventions ◽  
Wide Range ◽  
Teachers And Students ◽  
Support Students

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.

Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

2015 ◽  
Vol 16 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Lyndsey Zurawski
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Classroom Setting ◽  
Behavior Interventions ◽  
Behavioral Strategies ◽  
Speech Language Pathologists ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Therapeutic Services ◽  
Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

Classroom Management Actions of Beginning Urban Teachers

2018 ◽  
Vol 54 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Andrew Kwok
Keyword(s):  
Classroom Management ◽  
Beginning Teachers ◽  
Management Strategies ◽  
First Year ◽  
Urban Teachers ◽  
First Year Teachers ◽  
Management Actions ◽  
Classroom Management Strategies ◽  
Video Recordings ◽  
Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

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