An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students

2017 ◽  
Vol 19 (4) ◽  
pp. 216-227 ◽  
Author(s):  
Kimberly R. Bunch-Crump ◽  
Ya-yu Lo
Keyword(s):  
Elementary Students ◽  
Disruptive Behavior ◽  
Academic Engagement ◽  
Behavioral Interventions

Brief Report: A Preliminary Investigation of a Mindful Breathing Intervention to Increase Academic Engagement in an Alternative Educational Setting

2017 ◽  
Vol 43 (4) ◽  
pp. 436-443 ◽  
Author(s):  
Marlena L. Minkos ◽  
Sandra M. Chafouleas ◽  
Melissa A. Bray ◽  
Tamika P. LaSalle
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Preliminary Investigation ◽  
Educational Setting ◽  
Baseline Phase ◽  
Dependent Variables ◽  
Systematic Direct Observation ◽  
Direct Behavior Rating ◽  
Teachers And Students

The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior, feasibility, and acceptability serving as secondary dependent variables. Four students entered the baseline phase; however, only two students entered the intervention phase. Results indicated that participants displayed increases in academic engagement as measured by both direct behavior rating and systematic direct observation that were maintained at 6-week follow-up. Decreases in disruptive behavior were also observed. Because the effects were not replicated three times, changes cannot be directly attributed to the intervention. In addition, teachers and students perceived the intervention to be both feasible and acceptable. Implications of the findings are discussed.

scholarly journals The importance of near-seated peers for elementary students' academic engagement and achievement

2018 ◽  
Vol 57 ◽  
pp. 42-52 ◽  
Author(s):  
Mariola C. Gremmen ◽  
Yvonne H.M. van den Berg ◽  
Christian Steglich ◽  
René Veenstra ◽  
Jan Kornelis Dijkstra
Keyword(s):  
Elementary Students ◽  
Academic Engagement

scholarly journals Treatment Sensitivity of Direct Behavior Rating–Multi-Item Scales in the Context of a Daily Report Card Intervention

2018 ◽  
Vol 28 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Chelsea L. Hustus ◽  
Julie Sarno Owens ◽  
Robert J. Volpe ◽  
Amy M. Briesch ◽  
Brian Daniels
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Progress Monitoring ◽  
Report Card ◽  
Behavior Rating ◽  
Organizational Skills ◽  
Daily Report Card ◽  
Daily Report ◽  
Direct Behavior Rating ◽  
Treatment Sensitivity

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating–Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.

Effects of a Tier 2 Intervention on Classroom Disruptive Behavior and Academic Engagement

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Amy Campbell ◽  
Billie Jo Rodriguez ◽  
Cynthia Anderson ◽  
Aaron Barnes
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Tier 2 ◽  
Tier 2 Intervention

A Positive Version of the Good Behavior Game in a Self-Contained Classroom for EBD: Effects on Individual Student Behavior

2021 ◽  
pp. 019874292110611
Author(s):  
Tara C. Moore ◽  
Jason R. Gordon ◽  
Angela Williams ◽  
Jessica F. Eshbaugh
Keyword(s):  
Student Perceptions ◽  
Disruptive Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Good Behavior Game ◽  
Individual Student ◽  
The Third ◽  
Teacher And Student Perceptions ◽  
Withdrawal Design ◽  
Increasing Trends

A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three students when the GBG was implemented which was generally replicated in the second intervention phase for academic engagement. Tau- U effect sizes ranged from .76 to .95 indicating large and very large effects for both behaviors for two students and academic engagement for the third student, but Tau- U for the third student’s disruptive behavior was .32 (considered not effective). Two students exhibited slight decreasing trends in academic engagement behavior and increasing trends in disruptive behavior near the end of intervention phases. A preliminary within-session analysis also suggested students’ behavior was generally better in intervention phases both during and not during the GBG when compared with their baseline levels of behavior. Social validity information suggested generally positive teacher and student perceptions about the GBG initially, with less positive student perceptions 10 weeks following the conclusion of the study. The teacher reported implementing the GBG 5 times over the 10 weeks following the conclusion of the study.

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