Consequence Choice and Students with Emotional and Behavioral Disabilities: Effects on Academic Engagement

Skerbetz, Mandi Davis; Kostewicz, Douglas E.

doi:10.1080/09362835.2014.986603

Cited by 9 publications

(15 citation statements)

References 31 publications

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“…For QI 7.2, Lane, Royer, et al (2015) included examples and nonexamples of DV behaviors that helped ensure primary and secondary data collectors were in agreement. For QI 7.5, Skerbetz and Kostewicz (2015) described how a trained observer collected IOA data for more than half of all sessions, the method used to calculate IOA, and the IOA percentages for each DV. The three group studies (Clifford, 1975; Myrow, 1979; Patall et al, 2010) met QI 7.6 by describing validity coefficients for measures and demonstrating content validity.…”

Section: Resultsmentioning

confidence: 99%

“…For example, Kern et al (2002) had students complete a class evaluation sheet daily with questions asking how much they enjoyed class that day, and the teacher completed the Teacher Acceptability Rating Form–Revised (Reimers et al, 1992). Lannie and Martens (2008) and Lane, Royer, et al (2015) had students complete the Children’s Intervention Rating Profile (Witt & Elliott, 1985) and Skerbetz and Kostewicz (2015) used teacher and student surveys with high results.…”

Section: Discussionmentioning

confidence: 99%

“…Offering a choice of reinforcer to work toward after a task is completed (e.g., "When you complete your assignment, would you like iPad time, to run an errand for me, or to tell the class a joke?") is another form of choice paired with instruction that can provide extra motivation to increase task completion rate, task accuracy, and appropriate on-task behavior (Lannie & Martens, 2008;Mechling, Gast, & Cronin, 2006;Skerbetz & Kostewicz, 2015).…”

mentioning

confidence: 99%

“…Dibley and Lim (1999) separated types of choice into between-task choices (e.g., which assignment to complete first, “Do you want to make a video or do a debate to show what you learned?”) and within-task choices (e.g., which materials to use, where to work, with whom to work). Offering a choice of reinforcer to work toward after a task is completed (e.g., “When you complete your assignment, would you like iPad time, to run an errand for me, or to tell the class a joke?”) is another form of choice paired with instruction that can provide extra motivation to increase task completion rate, task accuracy, and appropriate on-task behavior (Lannie & Martens, 2008; Mechling, Gast, & Cronin, 2006; Skerbetz & Kostewicz, 2015).…”

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confidence: 99%

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A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

Royer

Lane

Cantwell

et al. 2017

Behavioral Disorders

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Since the Individuals With Disabilities Education Improvement Act (IDEA; 2004), more and more schools have implemented tiered systems to support academic, behavioral, and social needs of all students (Prasse et al., 2012; Sailor, 2015). Such tiered systems include academic response to intervention (RtI; Fuchs & Fuchs, 2006), positive behavioral interventions and supports (PBIS; Horner & Sugai, 2015), and comprehensive, integrated, three-tiered (Ci3T; Lane, Oakes, & Menzies, 2014) models of prevention, all working to intervene at the first sign of student difficulty using systematic data-based decision making. These graduated systems of support generally include three levels. At Tier 1, supports such as research-or evidence-based core curricula, effective classroom management and organization, and effective teaching strategies; school-wide expectations reinforced with behavior-specific praise; and validated social skills curricula (e.g., antibullying, antidrug, character building) are provided to all students. For students needing additional support as evidenced, for example, by scoring at moderate or high risk on a universal behavior screener (e.g., Student Risk Screening Scale; Drummond, 1994) or scoring below grade level during academic benchmarking, Tier 2 supports are available, usually within small groups or as other low-intensity interventions. Tier 3 supports are intensive, individualized interventions provided to the few students with the greatest risk elements, who need more than Tier 1 and Tier 2 provisions (Fairbanks, Sugai, Guardino, & Lathrop, 2007). Within tiered systems, many educators seek low-intensity strategies to support student academic and behavioral success, including instructional choice, scaffolding independent work, peer tutoring, increasing opportunities to respond, and behavior-specific praise (Niesyn, 2009; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008), and student-level strategies such as self-monitoring and behavior contracts (Lane, Menzies, Bruhn, & Crnobori, 2011). Instructional choice is a versatile strategy that can be incorporated into daily planning at Tier 1 and be used as an intervention for students who need Tier 2 support (Lane, Menzies, Ennis, & Oakes, 2015). Instructional choice occurs when "the student is provided with two or more options, is allowed to independently select an option, and is provided with the selected option. .. within 688655B DXXXX10.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

Royer

Lane

Cantwell

et al. 2017

Behavioral Disorders

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“…According to Rachman (1980), the four categories of factors that may lead to problems in emotional processing are: cognitive avoidance, lack of experience of short-term habituation, depression, and overestimated beliefs. Students who use weaker cognitive styles of emotional processing, such as rumination, catastrophe, and blame, are more vulnerable to emotional problems than others (Skerbetz, Kostewicz, 2015), while those who use desirable styles are more vulnerable. Others use it as a positive reassessment, less vulnerability (Wang et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Comparison of Cognitive Therapy based on Mindfulness and Grammatical Mental Imaging with Cognitive Processing on Emotional Processing in Mothers with Children with Autism Spectrum Disorder

Safikhani

Eftekharsaadi

Naderi

et al. 2020

Iranian Journal of Educational Sociology

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The aim of the present study was to compare mindfulness-based cognitive therapy and grammatical mental imagery with cognitive processing on the emotional processing of mothers with children with autism spectrum disorder. Methodology: The research was applied in terms of purpose and in terms of cross-sectional data collection method and quasi-experimental research method was pre-test-post-test with a control group. The statistical population of the present study is all mothers with children with autism spectrum disorder in two schools under education in the city. Ahvaz had 105 students in 2019. A total of 45 mothers with children with autism spectrum disorder were randomly selected and 15 people in the group of cognitive therapy based on mindfulness, 15 people in the group of grammatical mental imagery with cognitive processing and Fifteen people were in the control group. Assessment tools included Baker et al. (2010), mindfulness-based cognitive therapy protocol and grammatically processed grammatical mental imagery protocol. Data analysis using analysis of covariance And was done by SPSS software version 24. Findings: Based on the research findings, the effect of statistical group type (control and experiments) on the recorded scores of emotion processing (p = 0.00, F = 157/407) and the separate effect of the test time variable (p = 0.00, F / 107/15 And the significance of the simultaneous effect of group type and test status (pre-test and post-test) on emotion processing scores (p = 0.00, F = 26.757). Comparing the two methods of cognitive therapy and imaging, a significant level equal to 0.00 and less than the error level of 0.05 has been obtained. Conclusion:Based on the research findings, cognitive therapy based on mindfulness and grammatical mental imagery with cognitive processing is effective on emotional processing of mothers with children with autism spectrum disorder. Also, between the effectiveness of cognitive therapy based on mindfulness and grammatical mental imagery. There is a significant difference with cognitive processing in emotional processing of mothers with children with autism spectrum disorder.

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Supporting Self-Determination in Childhood

Shogren

Raley

2022

Self-Determination and Causal Agency Theory

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Consequence Choice and Students with Emotional and Behavioral Disabilities: Effects on Academic Engagement

Cited by 9 publications

References 31 publications

A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

The Comparison of Cognitive Therapy based on Mindfulness and Grammatical Mental Imaging with Cognitive Processing on Emotional Processing in Mothers with Children with Autism Spectrum Disorder

Supporting Self-Determination in Childhood

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