Goal setting and behavior contracting for students with emotional and behavioral difficulties: Analysis of daily, weekly, and total goal attainment

Ruth, William J.

doi:10.1002/(sici)1520-6807(199604)33:2<153::aid-pits8>3.0.co;2-s

Cited by 10 publications

(13 citation statements)

References 11 publications

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“…More generally, Goal Setting Theory proposes that collaborative goal setting heightens individual's awareness of the discrepancy between current and desired behavior, and serves to motivate independent change towards a target. Goal setting is most helpful when goals are specific, moderately difficult, and attainable; when group members have a high degree of commitment to their goals; and when group members receive specific feedback about their progress towards attaining their goals (Lochman, Curry, Burch, & Lampron, 1984;Locke, 1996;Ruth, 1996).…”

Section: Intervention Interchangementioning

confidence: 99%

Solution-Focused Group Psychotherapy for Incarcerated Fathers

Lange

2001

Journal of Family Psychotherapy

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This article describes the rationale for the development of solution-focused psychotherapy groups for incarcerated parents, and the planning and implementation of a parenting group at a state medium security correctional facility for men. The development of the group encompassed a needs assessment, selection of an appropriate model of group psychotherapy, screening of group members, implementation of the group across 12 weekly sessions, and an assessment of outcomes. The appropriateness of solution-focused approaches with incarcerated clients is emphasized, and recommendations for further practice and research are discussed.

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Section: Intervention Interchangementioning

confidence: 99%

Solution-Focused Group Psychotherapy for Incarcerated Fathers

Lange

2001

Journal of Family Psychotherapy

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“…W. Smith & Farrell, 1993). This decision was made to mitigate the influence of bias on the part of classroom teachers or paraeducators when marking contracts on mainstreaming decisions (cf., Group, 1991;Ruth, 1996).…”

Section: Behavioral Mainstreaming Decision Treementioning

confidence: 99%

“…Lack of mobility toward less restrictive placements within the cascading model of special education is especially problematical for students that were initially placed in special education for behavioral, rather than academic, interventions at a very young age (e.g., Pre-Kindergarten students with autism placed in self-contained classrooms for maladaptive behaviors). The lack of a clear transition process to exit students from full time special education/special-class settings can be detrimental to educational outcomes (Savich, 2008). This is due to the fact that students in special education miss out on access to instructional materials used in the general education classroom and core instruction from highly-qualified grade level teachers (Brownell, Sindelar, Kiely, & Danielson, 2010;Fuchs et al, 1992;Gersten & Dimino, 2006;Zigmond & Baker, 1995).…”

Section: Introductionmentioning

confidence: 99%

Development and Implementation of a Mainstreaming Process to Transition Students from Self-Contained Special Education into General Education Placements

Hunsaker¹

2017

Preprint

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We developed a set of computational tools specifically to guide special education students back into general education. These tools include a decision tree to identify candidate students and elucidate successful placement in general education. Candidate students enter a 7-step process. In 2015-2016, we undertook a pilot implementation of these tools and facilitated the transition of 10 of 20 students from self-contained academic special education classrooms into general education placements. In 2016-2017, we extended this process to include 4 schools. 16 of 53 students from self-contained academic special education classrooms transitioned into general education placements. Extending the model district-wide, 9 of 26 students from behavior/SEL unit classrooms, and 9 of 9 students from Life Skills/SID classrooms transitioned into a general education placement. A high percentage of the remaining candidates received >50% of their day in general education classrooms and/or were placed in less restrictive self-contained classrooms. Overall, 54% of identified candidate students were able to access a less restrictive environment as defined by IDEIA. Further computational analyses using regression tree, unbiased hierarchal clustering, and support vector machine methods are presented to demonstrate the robustness of these methods by recapitulating the results.

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“…• High-achieving students engage in goal setting (Biemiller & Meichenbaum, 1992). • Goal-setting techniques are more effective when they are combined with other behavioral approaches (i.e., self-monitoring, direct instruction, self-graphing, contingency contracting), than when they are used in isolation (Miller & Kelley, 1994;Ruth, 1996;Trammel & Schloss, 1994). • Students need to receive explicit instruction in goal setting to be successful (Graham, Harris, & Reid, 1992;Laase, 1996).…”

Section: The Act-react Strategymentioning

confidence: 99%

Transfiguring it Out

Rock¹

2004

TEACHING Exceptional Children

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Goal setting and behavior contracting for students with emotional and behavioral difficulties: Analysis of daily, weekly, and total goal attainment

Cited by 10 publications

References 11 publications

Solution-Focused Group Psychotherapy for Incarcerated Fathers

Solution-Focused Group Psychotherapy for Incarcerated Fathers

Development and Implementation of a Mainstreaming Process to Transition Students from Self-Contained Special Education into General Education Placements

Transfiguring it Out

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