An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students

Autor/inn/en	Bunch-Crump, Kimberly R.; Lo, Ya-yu
Titel	An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students
Quelle	In: Journal of Positive Behavior Interventions, 19 (2017) 4, S.216-227 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300717696939
Schlagwörter	Teaching Methods; Elementary School Students; Behavior Problems; Student Behavior; Behavior Modification; Intervention; Learner Engagement; Program Effectiveness; Urban Schools; At Risk Students; Teacher Attitudes; Interpersonal Competence; African American Students; Males; Audio Equipment; Observation; Self Control; Check Lists; Telecommunications; Assistive Technology + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Interpersonale Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Audio-CD; Beobachtung; Selbstbeherrschung; Checkliste; Telekommunikationstechnik
Abstract	This study examined the effects of a multitiered system of support using Check-In Check-Out (CICO) as a secondary intervention and function-based self-monitoring (FBSM) as a tertiary intervention on the disruptive behavior and academic engagement of four elementary students identified as being in need of additional behavioral supports. A multiple baseline across participants' design was conducted to evaluate the effects of CICO and a reversal design was used to evaluate the additive effects of FBSM with one participant whose behavior was determined nonresponsive to CICO due to variability and minimal change in disruptive behavior. Results indicate a reduction in disruptive behavior and increased academic engagement for three participants upon introduction of CICO. Evaluations of the FBSM intervention were rendered inconclusive; however, preliminary data revealed a decrease in trend and level of disruptive behavior for the participant receiving tertiary support. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01