Behavior

School-Home Notes: Enlisting the Teacher, Parent, and Student to Improve Behavior

Learning Spark Blog: Jim Wright

References

  • Jurbergs, N., Palcic, J., & Kelley, M. L. (2007). School-home notes with and without response cost: Increasing attention and academic performance in low-income children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 22, 358-379.

How to Help Students Accept Constructive Criticism: ‘Wise’ Feedback

Learning Spark Blog: Jim Wright

References

  • Cohen, G. L., Steele, C. M., and Ross, L. D. (1999). The mentor's dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302-1318.
  • Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W. T., & Williams, M. E. (2013). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143, 804-824.

How to Encourage Students to Try: Growth Mindset Statements

Learning Spark Blog: Jim Wright

References

  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
  • Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32.
  • Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.
  • Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39
  • Hawkins, S. M., & Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108.
  • Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
  • Paunesku, D., , Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., and Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784-793. 
  • Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.

How To: Use Language Strategies to Promote Engagement in Pre-K and Primary Grades

References

  • Barry, E. S. (2006). Children's memory: A primer for understanding behavior. Early Childhood Education Journal, 33, 405-411.
  • Beaulieu, L., Hanley, G. P., & Roberson, A. A. (2012). Effects of responding to a name and group call on preschoolers' compliance. Journal of Applied Behavior Analysis, 45, 685-707.
  • Kesek, A., Cunningham, W. A., Packer, D. J., & Zelazo, P. D. (2011). Indirect goal priming is more powerful than explicit instruction in children. Developmental Science, 14, 944-948.
  • Wilder, D. A., Fischetti, A. T., Myers, K., Leon-Enriquez, Y., & Majdalany, L. (2013). The effect of response effort on compliance in young children. Behavioral Interventions, 28, 241-250.
  • Wong, T., Moran, C., & Foster-Cohen, S. (2012). The effects of expansions, questions and cloze procedures on children's conversational skills. Clinical Linguistics & Phonetics, 26, 273-287.

How To: Use a Zone Defense System to Increase Instructional Time in Pre-K and Primary Grades

References

  • Casey, A. M., & McWilliam, R. A. (2005). Where is everybody? Organizing adults to promote child engagement. Young Exceptional Children, 8(2), 2-10.
  • Finn, J. D., & Pannozzo, G. M. (2004). Classroom organization and student behavior in kindergarten. Journal of Educational Research, 98(2), 79-92.

How To: Manage Problem Behaviors: Precision Requests

References

  • De Martini-Scully, D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37(2), 149-156.
  • Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing disruptive behaviors in students with serious emotional disturbance. School Psychology Review, 30, 294-304.

How To: Manage Problem Behaviors: Check-In/Check-Out

References

  • Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481.

How To: Reduce Time-Outs With Active Response Beads

References

  • Grskovic, J. A., Hall, A. M. Montgomery D. J., Vargas, A. U., Zentall, S. S., & Belfiore, P. J. (2004). Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom. Journal of Behavioral Education, 13(1), 25-36.

How To: Write Behavior Statements to Identify Causes of Child Behavior Problems

References

  • Hosp, J. L. (2008). Best practices in aligning academic assessment with instruction. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.363-376). Bethesda, MD: National Association of School Psychologists.
  • Moreno, G., & Bullock, L. M. (2011). Principles of positive behaviour supports: Using the FBA as a problem-solving approach to address challenging behaviours beyond special populations. Emotional and Behavioural Difficulties, 16(2), 117-127.
  • Packenham, M., Shute, R., & Reid, R. (2004). A truncated functional behavioral assessment procedure for children with disruptive classroom behaviors. Education and Treatment of Children, 27(1), 9-25.
  • Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..

How To: Identify the Big Ideas To Guide Behavior Management

References

  • Batsche, G. M., Castillo, J. M., Dixon, D. N., & Forde, S. (2008). Best practices in designing, implementing, and evaluating quality interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 177-193). Bethesda, MD: National Association of School Psychologists.
  • Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.
  • Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.
  • Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. 
  • Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
  • Lewis, T. J., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29, 247-259.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Packenham, M., Shute, R., & Reid, R. (2004). A truncated functional behavioral assessment procedure for children with disruptive classroom behaviors. Education and Treatment of Children, 27(1), 9-25.
  • Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West.
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