Articles 1 - 3 of 3
Full-Text Articles in Education
Using Group Video Self-Modeling In The Classroom To Improve Transition Speeds With Elementary Students, Matthew T. Mcniff
Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences
Video self-modeling has been proven to be an effective intervention for individuals with a variety of disabilities and behavioral issues. Very few studies have addressed the impact of video modeling on behaviors that are displayed by groups of students and no studies have tackled the issue of group behaviors with video self-modeling as an intervention. This study focused on analyzing the effects of video self-modeling on students in an elementary classroom in order to increase the speed at which the students lined up and transitioned. Further, the study addressed the question of whether the intervention had a differential impact on ...
The Effects Of Function-Based Thinking On Teacher Selection Of Interventions For Disruptive Student Behavior, Kimberly Yanek
Communication Disorders & Special Education Theses & Dissertations
Traditional approaches to addressing student misbehavior often involve the imposition of reactive and punitive consequences. Certain groups of students who engage in disruptive behavior experience a disproportionate amount of these punitive disciplinary responses. African American males are one such group. A growing body of research suggests that a need exists for more proactive and positive approaches to addressing student classroom misbehavior. One promising option is function-based thinking—a critical component of functional behavioral assessment. The present study examined both the accuracy of and change in teacher selected antecedent and/or consequence interventions aligned with the function of student behavior. Additionally ...
Classroom Management Practices For Male African American Students With Behavioral Disorders, Jamie Helton Hubbard
Walden Dissertations and Doctoral Studies
Male African American students with disabilities in a South Carolina school district have received a greater proportion of discipline referrals and exclusionary consequences than have other demographic groups. The purpose of this sequential mixed methods study was to explore classroom management strategies that may reduce this disproportionality. The conceptual framework was Skinner's applied behavior theory, which states that to change behavior, the environment must be changed. The qualitative guiding question investigated teacher beliefs about best classroom management practices. The quantitative research questions were intended to provide a description of discipline preferences. Quantitative data were collected through the Behavior and ...