Pub Date : 2021-06-01DOI: 10.1007/s43494-021-00039-1
Shelby Wright, C. Skinner, Baileigh A. Kirkpatrick, Stephanie Daniels, Tara C. Moore, Margaret Crewdson
{"title":"Using Tootling to Enhance First-Grade Students’ Use of a Social Skill: Evaluating the Catching Compliments Game","authors":"Shelby Wright, C. Skinner, Baileigh A. Kirkpatrick, Stephanie Daniels, Tara C. Moore, Margaret Crewdson","doi":"10.1007/s43494-021-00039-1","DOIUrl":"https://doi.org/10.1007/s43494-021-00039-1","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"44 1","pages":"101-113"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.1007/s43494-021-00041-7
Lucie M. Romano, Claire C. St. Peter, Kerri Milyko, Gabrielle A. Mesches, Apral P. Foreman
{"title":"Incorporating Curricular Revision to Treat Escape-Maintained Behavior for Children with ADHD","authors":"Lucie M. Romano, Claire C. St. Peter, Kerri Milyko, Gabrielle A. Mesches, Apral P. Foreman","doi":"10.1007/s43494-021-00041-7","DOIUrl":"https://doi.org/10.1007/s43494-021-00041-7","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"44 1","pages":"55 - 69"},"PeriodicalIF":1.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52827480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1007/s43494-020-00029-9
Derek B. Rodgers, S. Datchuk
{"title":"Improving the Paragraph Text-Writing Skills of Students with Intellectual and Developmental Disabilities: A Single-Case Design Study","authors":"Derek B. Rodgers, S. Datchuk","doi":"10.1007/s43494-020-00029-9","DOIUrl":"https://doi.org/10.1007/s43494-020-00029-9","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"347-360"},"PeriodicalIF":1.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1007/s43494-020-00026-y
Christian V. Sabey, Marcie C. Calder, Paul Caldarella, G. Thompson
{"title":"Effects of Precision Requests as a Standalone Intervention on Noncompliance of Students with Emotional Disturbance","authors":"Christian V. Sabey, Marcie C. Calder, Paul Caldarella, G. Thompson","doi":"10.1007/s43494-020-00026-y","DOIUrl":"https://doi.org/10.1007/s43494-020-00026-y","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"251-264"},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1007/s43494-020-00023-1
Rebecca I. Hartzell, C. J. Lane, J. Umbreit, Carl J. Liaupsin, Maegan Hanks
{"title":"Peer-Supported Inclusive Social Skills Instruction for Elementary Students with Emotional and Behavioral Disorders","authors":"Rebecca I. Hartzell, C. J. Lane, J. Umbreit, Carl J. Liaupsin, Maegan Hanks","doi":"10.1007/s43494-020-00023-1","DOIUrl":"https://doi.org/10.1007/s43494-020-00023-1","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"237-250"},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42239908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1007/s43494-020-00021-3
K. Lane, W. Oakes, Grant Edmund Allen, N. A. Lane, Abbie B. Jenkins, K. Lane, Mallory L. Messenger, Matthew M. Buckman, Kandace K. Fleming, Rebecca E. Swinburne Romine
{"title":"Improving Educators’ Knowledge, Confidence, and Usefulness of a Comprehensive, Integrated, Three-Tiered (Ci3T) Model of Prevention: Outcomes of Professional Learning","authors":"K. Lane, W. Oakes, Grant Edmund Allen, N. A. Lane, Abbie B. Jenkins, K. Lane, Mallory L. Messenger, Matthew M. Buckman, Kandace K. Fleming, Rebecca E. Swinburne Romine","doi":"10.1007/s43494-020-00021-3","DOIUrl":"https://doi.org/10.1007/s43494-020-00021-3","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"279-293"},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1007/s43494-020-00012-4
Elian Aljadeff-Abergel, Shiri Ayvazo
{"title":"Teaching Social Skills in Physical Education: A Self-Management Package Intervention","authors":"Elian Aljadeff-Abergel, Shiri Ayvazo","doi":"10.1007/s43494-020-00012-4","DOIUrl":"https://doi.org/10.1007/s43494-020-00012-4","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"153-170"},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s43494-020-00012-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1007/s43494-020-00019-x
Catharine Lory, Mandy Rispoli, Emily Gregori, So Yeon Kim, Marie David
{"title":"Reducing Escape-Maintained Challenging Behavior in Children with Autism Spectrum Disorder through Visual Activity Schedule and Instructional Choice","authors":"Catharine Lory, Mandy Rispoli, Emily Gregori, So Yeon Kim, Marie David","doi":"10.1007/s43494-020-00019-x","DOIUrl":"https://doi.org/10.1007/s43494-020-00019-x","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"201-217"},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s43494-020-00019-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund
Abstract:Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student behavior, little is known about the critical role of teacher attributions, which can affect both teacher responses to challenging behavior and the acceptance of interventions. This systematic review aimed to identify dimensions used in the literature on teacher attributions for challenging student behavior in K–5 classrooms. A search of three databases resulted in 25 peer-reviewed articles with a variety of measures that characterized teacher attributions along three dimensions: locus, controllability, and stability. Further, nearly half the articles divided the dimension of locus into four distinct factors. Implications for practitioners and future research directions are discussed.
{"title":"A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior","authors":"Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund","doi":"10.1353/etc.2019.0026","DOIUrl":"https://doi.org/10.1353/etc.2019.0026","url":null,"abstract":"Abstract:Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student behavior, little is known about the critical role of teacher attributions, which can affect both teacher responses to challenging behavior and the acceptance of interventions. This systematic review aimed to identify dimensions used in the literature on teacher attributions for challenging student behavior in K–5 classrooms. A search of three databases resulted in 25 peer-reviewed articles with a variety of measures that characterized teacher attributions along three dimensions: locus, controllability, and stability. Further, nearly half the articles divided the dimension of locus into four distinct factors. Implications for practitioners and future research directions are discussed.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"557 - 578"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44080904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meredith A. Weber, S. E. Rich, Candace J. Gann, Gary J. Duhon, Stephanie Smith Kellen
Abstract:Check-in/Check-out (CICO) is one of the most commonly utilized and well-established Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of developing more severe problem behaviors. The current study utilized a multiple baseline design to examine the minimum amount of in-class feedback required to reduce student problem behavior and increase appropriate behaviors for three fifth grade students in the general education classroom. For all three participants, the first phase evaluated student response to the implementation of morning check-in and afternoon check-out only. Additional in-class feedback was provided for one participant. Results suggest that CICO may be effective in reducing student problem behavior without full implementation of in-class feedback.
{"title":"Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out","authors":"Meredith A. Weber, S. E. Rich, Candace J. Gann, Gary J. Duhon, Stephanie Smith Kellen","doi":"10.1353/etc.2019.0022","DOIUrl":"https://doi.org/10.1353/etc.2019.0022","url":null,"abstract":"Abstract:Check-in/Check-out (CICO) is one of the most commonly utilized and well-established Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of developing more severe problem behaviors. The current study utilized a multiple baseline design to examine the minimum amount of in-class feedback required to reduce student problem behavior and increase appropriate behaviors for three fifth grade students in the general education classroom. For all three participants, the first phase evaluated student response to the implementation of morning check-in and afternoon check-out only. Additional in-class feedback was provided for one participant. Results suggest that CICO may be effective in reducing student problem behavior without full implementation of in-class feedback.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"469 - 488"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43623848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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