Joshua C. Felver and Nirbhay N. Singh: Mindfulness in the Classroom: an Evidence-Based Program to Reduce Disruptive Behaviors and Increase Academic Engagement. New Harbinger Publications, Inc., Oakland, California, 2020, 205 pp

Mindfulness ◽  
2020 ◽  
Author(s):  
Ramasamy Manikam
Keyword(s):  
Academic Engagement ◽  
Disruptive Behaviors ◽  
Evidence Based

Peer Support Interventions in Inclusive Classrooms

2021 ◽  
pp. 137-148
Author(s):  
Erik W. Carter
Keyword(s):  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
Learning Opportunities ◽  
Inclusive Classrooms ◽  
Evidence Based ◽  
The Core ◽  
Students With Severe Disabilities ◽  
Implementation Steps ◽  
Core Features

Supporting students with severe disabilities to access the myriad social and learning opportunities that exist within inclusive classrooms can be a challenge. Peer support arrangements are an evidence-based intervention for increasing social interactions and academic engagement while decreasing heavy reliance on individually assigned paraprofessionals. This chapter addresses the core features of this intervention and its anticipated outcomes. It also includes implementation steps and recommendations for intervention, as well as applications to diverse students and settings.

Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

2020 ◽  
Vol 19 (5) ◽  
pp. 303-320
Author(s):  
Alexander Alperin ◽  
Linda A. Reddy ◽  
Todd A. Glover ◽  
Nicole Breeden ◽  
Christopher Dudek ◽  
...  
Keyword(s):  
Elementary School ◽  
Disruptive Behavior ◽  
Behavior Management ◽  
Disruptive Behaviors ◽  
First Grade ◽  
Effect Sizes ◽  
Evidence Based ◽  
High Poverty ◽  
Behavior Support ◽  
Current Case

Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals’ skills in identifying behavior needs, setting goals, and selecting and implementing evidence-based interventions for improving student disruptive behaviors. The current case study presents the application of the BSC-P (eight sessions over 3 months) with a paraprofessional and teacher who support two first-grade students exhibiting disruptive behaviors in an urban high-poverty elementary school. Implemented evidence-based interventions include say, show, check, a token economy, and antecedent modification. Findings revealed increased paraprofessional intervention fidelity, improved student classroom engagement (effect sizes of 3.77 and 2.10), and decreased student inappropriate verbal and physical behavior (effect sizes of 1.34 and 1.88, respectively).

Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review

2017 ◽  
Vol 51 (3) ◽  
pp. 150-163 ◽  
Author(s):  
Matthew E. Brock ◽  
Heartley B. Huber
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Peer Support ◽  
Academic Engagement ◽  
Evidence Based Practice ◽  
Severe Disabilities ◽  
Alternate Assessment ◽  
Evidence Based ◽  
Exceptional Children ◽  
Students With Severe Disabilities

Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state’s alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support arrangements meet Council for Exceptional Children (CEC) criteria as an evidence-based practice. From our review of 11 studies, we found that peer support arrangements are an evidence-based practice for promoting social interactions for secondary students with severe disabilities in both core academic and elective classes. Evidence for increased academic engagement of students with severe disabilities is mixed, and evidence for other outcomes is promising—including increased academic engagement for peers who provide support. We provide recommendations for teachers.

Evidence-based interventions with Hispanic children and adolescents who exhibit disruptive behaviors

2011 ◽  
Author(s):  
Jose J. Cabiya ◽  
Irene M. Bravo ◽  
Maribel Matos ◽  
Laura Alfonso ◽  
Guillermo Bernal
Keyword(s):  
Children And Adolescents ◽  
Disruptive Behaviors ◽  
Evidence Based ◽  
Hispanic Children

Evidence-based psychological treatments for disruptive behaviors in individuals with dementia.

2007 ◽  
Vol 22 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Rebecca G. Logsdon ◽  
Susan M. McCurry ◽  
Linda Teri
Keyword(s):  
Disruptive Behaviors ◽  
Evidence Based ◽  
Psychological Treatments

Increasing Students’ Opportunities to Respond

2016 ◽  
Vol 52 (4) ◽  
pp. 204-209 ◽  
Author(s):  
Holly M. Menzies ◽  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes ◽  
Robin Parks Ennis
Keyword(s):  
Academic Engagement ◽  
Disruptive Behaviors ◽  
Classroom Setting ◽  
Opportunities To Respond ◽  
Low Intensity

This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students’ academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.

Evidence-Based Interventions for Adolescents with Disruptive Behaviors in School-Based Settings

2015 ◽  
Vol 24 (2) ◽  
pp. 305-317 ◽  
Author(s):  
Tarah M. Kuhn ◽  
Jon S. Ebert ◽  
Kathy A. Gracey ◽  
Gabrielle L. Chapman ◽  
Richard A. Epstein
Keyword(s):  
Disruptive Behaviors ◽  
Evidence Based ◽  
School Based
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