Comprehensive Behavior Management: Individualized, Classroom, and
                    Schoolwide Approaches

Martella, Ronald C.; Nelson, J.; Marchand-Martella, Nancy E.; O’Reilly, Mark F.

doi:10.4135/9781452243931

Cited by 64 publications

(16 citation statements)

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“…Selfmanagement has been shown to be a useful approach to improving the on-task behavior and, in turn, the academic engagement behavior of students with disabilities (Briesch & Daniels, 2013;Dalton et al, 1999;McDaugall et al, 2017). Self-management involves several behaviors such as self-evaluation, self-charting, goal setting, self-recording, and self-monitoring (Martella et al, 2012). Self-recording/ monitoring interventions, in particular, have been promoted as maintenance and generalization programming approaches and have become prevalent among practitioners (Agran et al, 2003;Aykut, 2020;Maggin et al, 2012;Rosenbaum and Drabman, 1979;Sheffield & Waller, 2010).…”

mentioning

confidence: 99%

“…However, Martella et al (1993) made a distinction between self-recording and selfmonitoring based on use of external prompts. According to their definition, if a student observes and records his or her own behavior with external prompts, self-recording procedures are in use (Martella et al, 2012). When external prompts are not provided for the student to record his or her behavior, then, the student performs self-monitoring behaviors (Dalton et al, 1999).…”

mentioning

confidence: 99%

“…When external prompts are not provided for the student to record his or her behavior, then, the student performs self-monitoring behaviors (Dalton et al, 1999). Therefore, self-monitoring has been identified as more difficult for students with disabilities to use due to lack of external prompts (Dalton et al, 1999;Martella et al, 2012). (Note: Given the similarities of selfrecording and self-monitoring, and the fact that researchers use these terms interchangeably, the term self-monitoring will be used for the remainder of this paper.…”

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confidence: 99%

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Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Sulu¹,

Martella²,

Grimmet³

et al. 2022

Rev J Autism Dev Disord

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Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020;Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students' on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) andNeely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Sulu¹,

Martella²,

Grimmet³

et al. 2022

Rev J Autism Dev Disord

View full text Add to dashboard Cite

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“…The Kolmogrov–Smirnov test revealed that the data was nonparametric. Therefore, the Mann–Whitney U test, as a nonparametric test of statistical significance in comparing the medians of two sets of scores to determine whether the difference between them is statistically significant, was used to compare the differences in the responses of UGs and LDs to the statements in part A of the questionnaires. A 0.05 significance level was adopted whereby the responses of the UG and LD cohorts to the questionnaire statements which differed by a p value less than 0.05 were deemed to be statistically significant .…”

Section: Methodsmentioning

confidence: 99%

Aligning Perceptions of Laboratory Demonstrators’ Responsibilities To Inform the Design of a Laboratory Teacher Development Program

et al. 2017

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Throughout countries such as Ireland, the U.K., and Australia, graduate students who fulfill teaching roles in the undergraduate laboratory are often referred to as "laboratory demonstrators". The laboratory demonstrator (LD) model of graduate teaching is similar to the more commonly known graduate teaching assistant (GTA) model that is prevalent in the United States. While the responsibilities of LDs and GTAs in the undergraduate laboratory are similar, both cohorts experience different recruitment and training processes that can influence their teaching behaviors. With respect to enhancing the teaching capability of GTAs, considerable research has investigated the design, implementation, and evaluation of various GTA teacher development programs as well as identified various factors that influence their teaching behaviors. However, there has been relatively less research devoted to enhancing the teaching capability of LDs. This research study set out to inform the design of a teacher development program for graduate students who fulfill LD roles. This study involved the collection of both quantitative and qualitative data as a means of comparing LDs (N = 28) and undergraduate students' (N = 224) perceptions of LDs' responsibilities in addressing cognitive, affective, and psychomotor learning experiences in the noninquiry general chemistry laboratory. In catering to the misalignment of perceived LD responsibilities, this research offers faculty the evidence−align−develop framework that can inform the design of a teacher development program for LDs. Given the similarities between LDs and GTAs with respect to their status as graduate students, their relative experience in learning chemistry, as well as their role in the laboratory, this framework can also inform the design of GTA teacher development programs.

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“…Purposive sampling was effective to elicit rich and detailed data. In support, Martella et al, (2019) argue that, in utilising purposive sampling, the sample consists of a case that is rich in information from which the researcher can derive important data. According to Bell and Bryman (2012), purposive sampling is used when the researcher has an objective in mind and chooses a context that is significant to the research questions.…”

Section: Samplingmentioning

confidence: 99%

Exploring Learners’ Experiences of Receiving Formative Written Assessment Feedback in Business Studies as a Subject in South Africa

Pillay

Balele²

2022

IJLTER

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The purpose of this study was to understand Grade 10 Business Studies learners’ experiences of receiving written formative assessment in the South African school context. This exploratory qualitative study employed a case study design and was conducted with 12 Grade 10 learners from two public secondary schools, located in Johannesburg East, Gauteng. The study sample was purposefully and conveniently selected and data were collected through semi- structured interviews via WhatsApp voice calls. Thematic analysis was employed to make sense of the data. Findings of the study generated two themes to describe the learners’ experiences, namely timing, and specificity of formative feedback. The learners disclosed that they received delayed feedback that did not specify their individual progress, areas of work that was well done, and areas that needed improvement. This study suggests that if classroom teachers are to become effective ‘mediators’ of formative assessment, they must be provided with a better theoretical and practical grounding in the nature of formative assessment feedback. The Department of Education needs to provide more guidelines, practical demonstrations, and workshops to assist to teachers to understand and implement formative assessment feedback practices effectively. Teacher and student feedback literacy also has the potential to facilitate principled, research-informed feedback processes in the future.

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Comprehensive Behavior Management: Individualized, Classroom, and Schoolwide Approaches

Cited by 64 publications

References 0 publications

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Aligning Perceptions of Laboratory Demonstrators’ Responsibilities To Inform the Design of a Laboratory Teacher Development Program

Exploring Learners’ Experiences of Receiving Formative Written Assessment Feedback in Business Studies as a Subject in South Africa

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