Troubleshooting Behavioral Interventions: A Systematic Process for Finding and Eliminating Problems

Witt, Joseph C.; VanDerHeyden, Amanda M.; Gilbertson, Donna

doi:10.1080/02796015.2004.12086254

Cited by 46 publications

(17 citation statements)

References 60 publications

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“…These findings are particularly striking, given that each observation represented an entire class period rather than a brief interval of time (e.g., 10 min). The behavioral improvement found in this study is consistent with results from previous implementations of the GBG at the high school level (e.g., Kleinman & Saigh, 2011;Salend et al, 1989) and is further evidence of the need for teachers to implement appropriate and consistent classroom management procedures (Simonsen et al, 2008;Witt, VanDerHeyden, & Gilbertson, 2004) such as the GBG.…”

Section: Reductions In Classwide Off-task Behaviorsupporting

confidence: 88%

Effects of the Good Behavior Game on Classwide Off-Task Behavior in a High School Basic Algebra Resource Classroom

et al. 2013

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This study investigated the effects of the Good Behavior Game (GBG) on classwide off-task behavior in two ninth-grade basic algebra resource classes. Ten students with a variety of disabilities, in two classrooms, and their special education resource teacher participated in this study. A reversal design was employed, in which the special education teacher implemented GBG compared to typical practice-algebra readiness instruction. Results showed that classwide off-task behavior decreased in the GBG conditions compared to the baseline and reversal conditions. Fidelity measures indicated that the teacher implemented GBG with fidelity. Students and the teacher rated GBG favorably. Overall findings support the use of GBG for reducing classwide off-task behavior. Implications for practice and future research directions are presented.

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Section: Reductions In Classwide Off-task Behaviorsupporting

confidence: 88%

Effects of the Good Behavior Game on Classwide Off-Task Behavior in a High School Basic Algebra Resource Classroom

et al. 2013

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“…In classrooms with consistent and clear expectations, there is a higher likelihood of prosocial behavior from students and a decreased chance for negative interactions between teacher and students (Reinke & Herman, 2002;Witt, VanDerHeyden, & Gilbertson, 2004). This effect is especially true for students with EBD, who may experience challenges in recognizing social cues and need additional instruction in rule following (Marsh & Barkley, 2003).…”

Section: Positive-classroom Expectationsmentioning

confidence: 99%

“…Alignment between the schoolwide and classroom systems should be purposeful and planned so that students experience a consistent set of expectations, even if there are setting-specific variations in the rules. Classroom expectations should be explicitly taught as social skills with opportunities for students to practice (especially at the beginning of the year), prominently displayed, and monitored throughout the school day with positive and corrective feedback provided (Witt et al, 2004).…”

Section: Positive-classroom Expectationsmentioning

confidence: 99%

Implementation of Promising Practices that Support Students With Emotional and Behavioral Disorders

Zaheer

Maggin

McDaniel

et al. 2019

Behavioral Disorders

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Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and strategies that have been validated through rigorous research are needed. In this article, we describe evidence-based practices for creating positive and effective classrooms environments as well as illustrate implementation factors that are key to successful and sustained use of evidence-based practices in school settings.

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“…Appraisal support refers to communicating expectations and feedback from both formative and summative evaluation (Malecki & Demaray, 2003), enhancement of self-worth (Furman & Buhrmester, 1985), and esteem support (Lam, 2019). Students who receive consistent and clear classroom expectations are more likely to develop prosocial behavior and maintain positive relationships with their teachers and peers (Reinke & Herman, 2002; Witt, VanDerHeyden, & Gilbertson, 2004). Successful approaches to enacting this kind of support incorporate: making expectations clear (Sugai & Horner, 2002), reinforcing these expectations consistently by offering positive and corrective feedback (Witt et al, 2004), providing consistent, clear and critical feedback (Noell et al, 2014), and providing opportunities to improve their work (Suldo et al, 2009; Yeager et al, 2014).…”

Section: Teacher Knowledge and Skills Essential For Positive Student mentioning

confidence: 99%

Integrating Social-Emotional and Academic Development in Teachers’ Approaches to Educating Students

Francis

Liu

Bharaj

et al. 2019

Policy Insights from the Behavioral and Brain Sciences

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Student success should incorporate not only academic achievement, but also the skills and competence to identify and effectively pursue personal life goals. However, success has become narrowly defined by test scores, which minimizes students’ opportunities for growth and development. Research findings show the interrelatedness of social, emotional, and cognitive dimensions of learning and how these dimensions shape positive student outcomes. In this article, we discuss how schools can integrate social, emotional, and academic development in optimizing student learning. Foregrounding teachers, the engines that drive the educational practices within schools, we describe their role in shaping student outcomes and identify the essential knowledge and skills needed to create academically and emotionally enriched spaces for students. We discuss the gaps in current teacher education and professional development (PD) programs that result in teachers being ill-prepared for the realities of the classroom. Finally, policy implications for teacher education, PD, and school reorganization are discussed.

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Troubleshooting Behavioral Interventions: A Systematic Process for Finding and Eliminating Problems

Cited by 46 publications

References 60 publications

Effects of the Good Behavior Game on Classwide Off-Task Behavior in a High School Basic Algebra Resource Classroom

Effects of the Good Behavior Game on Classwide Off-Task Behavior in a High School Basic Algebra Resource Classroom

Implementation of Promising Practices that Support Students With Emotional and Behavioral Disorders

Integrating Social-Emotional and Academic Development in Teachers’ Approaches to Educating Students

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