Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article, we describe a step-by-step process for using BSP in classrooms with all students, including those at risk for emotional and behavioral disorders.
Increasing students’ opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during mathematics for two elementary-age students with internalizing behaviors. Results indicated the general education teacher implemented both OTR strategies with high fidelity with limited university support. However, results of this alternating treatment design were unable to distinguish either choral or mixed responding as superior to the other. Results suggested one student showed high active student responding with less than 80% accuracy, whereas the other student was highly accurate but responded less than 75% of the time. In the discussion, we highlight reasons why the two OTR strategies had similar effects on student outcomes, consider implications of these findings, and provide direction for future inquiry.
We report findings of a validity study comparing two screening tools: the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System–Performance Screening Guide (SSiS-PSG; Elliott & Gresham, 2007). Participants were 1,680 kindergarten through sixth-grade elementary students from three schools in a northeastern state. Correlation coefficients indicated statistically significant, inverse relationships between SRSS-IE scores and Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills subscale scores of the SSiS-PSG. Test–retest stability analyses suggested SRSS-IE and SSiS-PSG scores were stable between fall and spring administrations (p < .0001). Educational implications, limitations, and future directions are offered.
Abstract Self‐regulated strategy development (SRSD) is an instructional framework considered to be an evidence‐based practice in writing. In this article, SRSD's foundations and structure is briefly described. Then, the authors provide a summary of studies of SRSD applied across content areas, including writing, reading, mathematics, science, and social studies along with an introduction to the special issue.
Precorrection is a low-intensity strategy that focuses on preventing problem behaviors from occurring by providing reminders for appropriate responding, context modification to support student success, and reinforcement for appropriate responding. In this article, we describe a step-by-step process for using precorrection. Throughout the article, we offer lessons from the field featuring the perspectives of practitioners who have successfully implemented this easy-to-use strategy with students, including those at risk for emotional and behavioral disorders.
The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention and where the same adult served as CICO facilitator in both the check-in and check-out conversations were included. The PRISMA search protocols were followed to identify 36 studies meeting inclusion criteria. Each of the 36 included studies was analyzed to identify study characteristics and settings, intervention adaptations, CICO facilitator nomination and training, and method for selecting daily goals. Micro-coding was used to analyze consistent features and trauma-informed aspects of check-in and check-out conversations across studies. After analyses, findings included lack of specificity on facilitator conversation aspects and no consensus of what such conversations should look like. Future directions for researchers are provided including strengthening CICO conversations to include trauma-informed and relationship-building practices to address specificity and quality of the conversations.
With approximately 60,000 youth in secure residential juvenile facilities in the United States on any given day (U.S. Department of Education, 2014), it is paramount that their diverse and complex ...
