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Journal articles on the topic 'Behavior Analysis. Education. School Psychology'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Vollmer, Timothy R., and John Northup. "Applied behavior analysis and school psychology: An introduction to the mini-series." School Psychology Quarterly 12, no. 1 (1997): 1–3. http://dx.doi.org/10.1037/h0088942.

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Yao, Wenwen, Ying Zhen, and Yu Zhang. "Analysis of the Influence of Rural Family Education Environment on School-Age Children’s Social Behavior and Patterns." Journal of Environmental and Public Health 2022 (August 8, 2022): 1–9. http://dx.doi.org/10.1155/2022/3594462.

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Family education will have an important impact on children’s body and psychology. It is different from social education and school education. It is mainly based on parents’ words and deeds. Children enhance their life experience through the family’s living atmosphere. Restricted by geographical conditions and economic level, family education is not given enough attention, and children’s social behavior is more prone to problems. Therefore, rural primary more needed to pay attention to the impact of family education on children and promote the healthy development of children’s physical health.

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Jusoh, Mohd Yahya Fadzli, and Nor Asniza Ishak. "EDUCATION TRANSFORMATION THROUGH COGNITIVE BEHAVIOUR THERAPY (CBT): A BIBLIOMETRIC LANDSCAPE ANALYSIS." International Journal of Education, Psychology and Counseling 9, no. 53 (2024): 467–87. http://dx.doi.org/10.35631/ijepc.953036.

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This bibliometric study investigates the trends, scope, and impact of Cognitive Behaviour Therapy (CBT) within the educational context for children and adolescents, utilizing a literature analysis of publications from 2019 to 2023. The research adopts a quantitative approach, leveraging the Scopus database for mathematical and statistical analysis of published articles, aided by Scopus Analyser and VOSviewer software. A total of 709 articles were selected, focusing on the application of CBT in social sciences, arts, humanities, and psychology. The study reveals dynamic trends in academic outpu

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Sopian, Adi, Haura Karlina, Achmad Saefurridjal, and Faiz Karim Fatkhullah. "Enterprise Architecture on Moral-based School Education Information Systems." Sinkron 8, no. 1 (2023): 178–87. http://dx.doi.org/10.33395/sinkron.v8i1.11974.

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Indonesia has a diversity of cultures, hospitality, and people who have good ethics. Moral problems often occur and are commonplace, such as corruption, collusion, nepotism, promiscuity and drug abuse, sexual harassment, theft, and murder. The Indonesian nation experienced moral degradation. Moral education refers to the concept of Moral Behavior. Ethical behavior is grouped into three parts: Moral Attitudes, Moral Feelings, and Moral Thoughts. Moral education is very dependent on how to educate parents, association, and the community environment. Moral issues are not enough just to do an anal

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Et al., Afdal Afdal. "Rasch Analysis, Dimensionality, and Scoring of Aggressive Behavior Inventory for Junior High-School Students." Psychology and Education Journal 58, no. 1 (2021): 4067–80. http://dx.doi.org/10.17762/pae.v58i1.1468.

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Aggressive behavior often appears in junior high-school students who are entering adolescent development and requires serious attention from many parties. To measure these behavioral tendencies, many assessment instruments have been developed but none of them use Item Response Theory. This study aims to develop and test the validity of the instrument of aggressive behavior of junior high-school students, see the level of suitability of the item and see the level of difficulty of the item and be able to see variable maps of the ability of the person to answer and the ability of items to reveal

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Efstratopoulou, Maria A., Rianne Janssen, and Johan Simons. "Children’s Deviant Behavior in Primary Education: Comparing Physical Educator’s Implicit Theory With Diagnostic Criteria." Journal of Attention Disorders 23, no. 3 (2012): 246–56. http://dx.doi.org/10.1177/1087054712449479.

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Objective: Physical educators’ implicit theory of children’s deviant behavior in primary education was investigated and compared with diagnostic criteria. Method: A total of 60 physical education (PE) teachers reported deviant behaviors during lessons. Experts sorted these behaviors together with the official diagnostic criteria into categories based on perceived similarity in content. Results: Hierarchical cluster analysis on the derived similarity matrix among the behaviors suggested that PE teachers focus more on attention problems, disobedience, and aggressiveness when internalizing behavi

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Ray, Kimberly P., and T. Steuart Watson. "Analysis of the effects of temporally distant events on school behavior." School Psychology Quarterly 16, no. 3 (2001): 324–42. http://dx.doi.org/10.1521/scpq.16.3.324.19891.

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Fink, Elian, Praveetha Patalay, Helen Sharpe, and Miranda Wolpert. "Child- and school-level predictors of children’s bullying behavior: A multilevel analysis in 648 primary schools." Journal of Educational Psychology 110, no. 1 (2018): 17–26. http://dx.doi.org/10.1037/edu0000204.

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Theodorakis, Yannis, Petros Natsis, Athanasios Papaioannou, and Marios Goudas. "Greek Students' Attitudes toward Physical Activity and Health-Related Behavior." Psychological Reports 92, no. 1 (2003): 275–83. http://dx.doi.org/10.2466/pr0.2003.92.1.275.

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A three-wave study over one year with 882 adolescents, aged 10 to 16 years at the initial testing, examined psychosocial variables regarding four health-related behaviors: exercise, eating fruit, smoking, and drug use. Analysis showed that during the stages of the study, high school students' exercise behavior decreased and their smoking behavior increased as well as their willingness to use drugs. It seems that study of physical education and health education during adolescence must take into account the possible differences in psychosocial variables associated with health-related behaviors a

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Singer, Jeremy, and Sarah Winchell Lenhoff. "Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices." AERA Open 8 (January 2022): 233285842110672. http://dx.doi.org/10.1177/23328584211067202.

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The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in

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Umbreit, John. "Functional Assessment and Intervention in a Regular Classroom Setting for the Disruptive Behavior of a Student with Attention Deficit Hyperactivity Disorder." Behavioral Disorders 20, no. 4 (1995): 267–78. http://dx.doi.org/10.1177/019874299502000407.

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Corey, an 8-year-old boy with Attention Deficit Hyperactivity Disorder (ADHD), attended regular third-grade classes at his local elementary school. During various academic instruction, Corey frequently displayed disruptive behaviors that rarely occurred during the rest of the school day. Assessment and intervention involved a three-phase study. The first phase, a brief functional (analog) analysis, identified that Corey's disruptive behaviors were maintained by escape from task demands. The second phase, a curriculum-based assessment, identified that Corey's disruptive behavior occurred most f

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Riyadi, Ivan. "THE CONTRIBUTION OF APPLIED PSYCHOLOGY FOR EDUCATIONAL MANAGEMENT ISSUE." Psychosophia: Journal of Psychology, Religion, and Humanity 1, no. 2 (2020): 136–49. http://dx.doi.org/10.32923/psc.v1i2.1153.

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This article discusses education management in frame psychology. The education management is a factual behavior of the psychological discipline that is depicted in through the analysis of the behavior system of the school organization involving a number of components. In the application of psychology in education management is a part of the element that is not stuck in the view of uniformity that practically diversity by each education leadership. Each educational institution is a singularity that relates to the differences in the nature and condition of each component of the psychological sys

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ÇEVİK, Mehmet Sabir, Ali CULHA, and Mehmet Nezir ÇEVİK. "The Moderating Role of Gender and Age in the Relationship Between School Principals' Inclusive Leadership Behaviors and Teachers' Organizational Cynicism Levels." Participatory Educational Research 10, no. 3 (2023): 191–208. http://dx.doi.org/10.17275/per.23.51.10.3.

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One of the distinct leadership styles in influencing the attitudes and behaviors of employees in organizations is inclusive leadership, which means hints at that there may be a relationship between inclusive leadership and organizational behavior. This study, which was designed with a correlational study model, aims to determine the moderating role of gender and age in the relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism levels. The study data were collected from the study population consisting of 4583 teachers. The sample consisted o

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Collett, Ian. "Perceptions of Suspended Secondary Students Towards their School Disciplinary Absences." Australian Journal of Guidance and Counselling 9, no. 2 (1999): 39–54. http://dx.doi.org/10.1017/s1037291100003939.

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The study was a qualitative analysis of secondary students' perceptions towards their school disciplinary absence, the wider context in which it occurred, and its impact on their behaviors and re-entry to school. Findings showed that suspensions had mixed effects on the students. Many of the students including those wanting to improve their behavior, reported no change or worsening behaviors on return to school. Those who reported improved behaviors and greater self-control had, in most cases, received support or participated in alternative programs during and after their suspension. Students

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Mustofa, Ahmad Soleh, Subakri Subakri, and Gunawan Gunawan. "THE ROLE OF ISLAMIC RELIGIOUS EDUCATION IN PREVENTING BULLYING BEHAVIOR AT SCHOOL." Islamic Management: Jurnal Manajemen Pendidikan Islam 8, no. 01 (2025): 53–64. https://doi.org/10.30868/im.v8i01.7786.

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Bullying is a serious problem in the educational environment that can damage students' psychology and create an unhealthy learning atmosphere. As the main instrument in character education, Islamic Religious Education (PAI) has great potential to prevent and overcome bullying behavior. This study aims to analyze the role of PAI in building students' characters that respect the values of compassion, tolerance, and responsibility. A descriptive qualitative approach was used to understand the implementation of religious values in the context of formal education. Data were collected through classr

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Deslandes, Rollande, and Égide Royer. "Family-Related Variables and School Disciplinary Events at the Secondary Level." Behavioral Disorders 23, no. 1 (1997): 18–28. http://dx.doi.org/10.1177/019874299702300102.

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This study explored predictors of school disciplinary events on a sample of 249 first-year high school students using two instruments developed by Steinberg, Lamborn, Dornbusch, and Darling (1992) and Epstein, Connors, and Salinas (1993), respectively. Logistic regression analyses revealed two parental involvement factors positively associated with school disciplinary events. One parenting style factor showed a negative relationship with school disciplinary events. It appears that parent-adolescent interactions based on daily school matters occurred in response to inappropriate behaviors. Pare

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ÇITAK, Şenel, and Hikmet YAZICI. "Risky Behaviours of High School Students and School Counsellors’ Interventions." Participatory Educational Research 9, no. 6 (2022): 453–73. http://dx.doi.org/10.17275/per.22.148.9.6.

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Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed resear

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Burke, Mack D., John L. Davis, Yuan-Hsuan Lee, Shanna Hagan-Burke, Oi-man Kwok, and George Sugai. "Universal Screening for Behavioral Risk in Elementary Schools Using SWPBS Expectations." Journal of Emotional and Behavioral Disorders 20, no. 1 (2010): 38–54. http://dx.doi.org/10.1177/1063426610377328.

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In this study, the authors examined the concurrent validity, predictive validity, and concurrent and predictive classification accuracy of using schoolwide behavior expectations as a universal behavioral screener. Three elementary schools implementing schoolwide positive behavior supports (SWPBS) participated. Within each school, the entire school population was screened using items derived from schoolwide behavior expectations. Structural equation modeling revealed moderate to strong associations between SWPBS expectations and constructs formed from the criterion measure. SWPBS expectations c

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Tsorbatzoudis, Haralambos, and Maria Emmanouilidou. "Predicting Moral Behavior in Physical Education Classes: An Application of the Theory of Planned Behavior." Perceptual and Motor Skills 100, no. 3_suppl (2005): 1055–65. http://dx.doi.org/10.2466/pms.100.3c.1055-1065.

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This study aimed to examine the potential of the Theory of Planned Behavior to predict moral behavior in primary school physical education classes. Primary school children ( N = 611) completed a questionnaire including the Theory of Planned Behavior variables. Also, 21 teachers filled in an adapted version of Horrocks' Prosocial Play Behavior Inventory which assesses five moral behavior facets. Hierarchical regression analysis showed that attitudes toward moral behavior and perceived behavioral control were significant predictors of intention towards moral behavior (54%). Intention and perceiv

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Fernández-Alfaraz, María-Luz, María Nieto-Sobrino, Álvaro Antón-Sancho, and Diego Vergara. "Perception of Bullying in Early Childhood Education in Spain: Pre-School Teachers vs. Psychologists." European Journal of Investigation in Health, Psychology and Education 13, no. 3 (2023): 655–70. http://dx.doi.org/10.3390/ejihpe13030050.

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In this work, quantitative research is carried out on the perceptions of early childhood education teachers and child psychologists about the incidence of bullying behaviors in early childhood education (3 to 6 years old) and their knowledge and experience in this regard. For this purpose, two questionnaires were used, each of them oriented to one of the two groups of professionals analyzed, whose answers were subjected to statistical analysis. As for results, it has been obtained that early childhood education teachers express having received deficient training in school bullying and have lit

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Knapczyk, Dennis R. "Reducing Aggressive Behaviors in Special and Regular Class Settings by Training Alternative Social Responses." Behavioral Disorders 14, no. 1 (1988): 27–39. http://dx.doi.org/10.1177/019874298801400102.

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The study investigated the relationship between setting events and the performance of aggressive behaviors by two junior high school special education students in three public school settings. The analysis of setting events revealed that aggressive behaviors followed interactions in which the students initiated greetings or made requests of peers and the peers ignored the greetings, denied the requests, or made a derogatory comment to the students. Videotaped exemplars of social situations were used to model, rehearse, and provide directed feedback of appropriate alternatives to aggressive beh

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Nurjan, Syarifan, Heru Kurnianto Tjahjono, and Muhammad Nurul Yamin. "META-ANALYSIS ON ADOLESCENT BEHAVIOR DELINQUENCY." Humanities & Social Sciences Reviews 7, no. 2 (2019): 296–306. http://dx.doi.org/10.18510/hssr.2019.7235.

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Purpose of the study: Purpose of the study to meta-analysis on trends of adolescent delinquency behavior. This analysis was taken to obtain hypothesis and map analysis of theories trends of adolescent delinquency behavior as the foundation of the theory of research on the tendency of adolescent delinquency behavior in Islamic Education Institution of Ponorogo Regency. Methodology: The research methods are: a) library research, b) inclusion criteria are: first, the primary study of the behavior of juvenile delinquents, second, research reports that require statistical information, third,

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CIFTGUL, Recep, and Ayse Canan CETINKANAT. "The Impact of School Principals on Teachers’ Organizational Culture Perceptions and Organizational Citizenship Behaviors." Revista de Cercetare si Interventie Sociala 72 (March 15, 2021): 93–108. http://dx.doi.org/10.33788/rcis.72.6.

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The aim of this research is to detect whether the participatory, supportive and guiding leadership styles of primary school principals have effect upon their organizational culture and organizational citizenship behaviour. Survey method is used in the research. The research population is composed of 1219 primary school teachers under the Ministry of National Education of TRNC, while the sample is composed of 448 teachers selected from different provinces. “Scale of leadership styles” is used to maintain leadership styles and for the leader culture level in schools. Data for the level of organi

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Mary, Jeba N. "A STUDY ON AGGRESSIVE BEHAVIOUR AND EMOTIONAL MATURITY OF ADOLESCENT STUDENTS." International Journal of Research - Granthaalayah 6, no. 7 (2018): 10–15. https://doi.org/10.5281/zenodo.1321294.

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The study intended to find out any relationship between aggressive behavior and emotional maturity of adolescents. Aggressive behavior is the reactionary and impulsive behaviour. The role of education is the modification of behaviour of the individual. So, school has a great role in mending the behaviour of the students. Moral education and mediation can be given to students. This may help them to get rid of the aggressive behaviour. The investigator used the mean, standard deviation, t-test and ANOVA (analysis of variance) to analyze the data and results were tabulated. The adolescent student

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Arini, Aquilina Tanti, Ratna Juwita Ghazali, Arti Satiti, Mintarsih Mintarsih, and Kwartarini W. Yuniarti. "Global Climate Change as Perceived by Elementary School Teachers in Yogyakarta , Indigenous Psychology Approach." Jurnal Psikologi 44, no. 3 (2017): 211. http://dx.doi.org/10.22146/jpsi.26132.

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This study aimed to describe how the global climate change was perceived by teachers of elementary schools. The subjects were 111 teachers from 7 elementary schools in Yogyakarta City and Sleman district. The data were collected using open-ended questions (including perception about the weather, feeling evoked by global warming words and free responses related to global warming issues). The data were analyzed using the technique of qualitative and quantitative content analysis with Indigenous Psychology Approach. The result showed that only one teacher reported that there was no weather anomal

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Ersa Lanang Sanjaya, Stefani Virlia, Jimmy Ellya Kurniawan,. "Confirmatory Factor Analysis and Norming of the High School Student’s Entrepreneurial Orientation Scale." Psychology and Education Journal 58, no. 2 (2021): 17–26. http://dx.doi.org/10.17762/pae.v58i2.1052.

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Several studies have shown that entrepreneurial orientation in high school students can predict career choices as businessmen in the future. However, not many studies have developed a measurement instrument for entrepreneurial orientation in high school students in one solid variable construct. This study aims to conduct confirmatory factor analysis and norming on a scale that was previously explored. A survey of 646 high school students was conducted in six large cities throughout the provinces on Java Island, Indonesia. The results of this research confirmed that the construct of entrepreneu

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Hutton, Jerry B. "Evaluation Status, Educational Setting, and Behavior Ratings of Students with Serious Emotional Disturbance." Psychological Reports 77, no. 3 (1995): 1049–50. http://dx.doi.org/10.2466/pr0.1995.77.3.1049.

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60 students' files were randomly selected from a pool of 308 who were designated as seriously emotionally disturbed by their school districts. Analysis indicated that n = 30 students receiving their initial evaluations were rated more negatively by their special education and homeroom teachers than those 30 being reevaluated. Compared with the 60 special education teachers, more negative ratings were given by the 60 homeroom teachers. Elementary and secondary school placement did not significantly affect the behavior ratings.

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Gresham, Frank M., Donald L. Macmillan, and Kathy Bocian. "“Behavioral Earthquakes:” Low Frequency, Salient Behavioral Events that Differentiate Students At-Risk for Behavioral Disorders." Behavioral Disorders 21, no. 4 (1996): 277–92. http://dx.doi.org/10.1177/019874299602100402.

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Children considered to be at high risk (n = 30), moderate risk (n = 55), and low risk (n = 30) for behavioral disorders were contrasted on cognitive/achievement, social competence, externalizing behavior, and school history variables. Risk status was based on a 33-item checklist known as the Critical Events Index (Walker & Severson, 1990) that is a measure of behavioral pinpoints having high salience and intensity, but relatively low frequency. Multivariate and univariate analyses showed that the three at-risk groups were differentiated primarily on social competence and externalizing beha

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Amin, Alfauzan. "Pemahaman Konsep Abstrak Ajaran Agama Islam pada Anak Melalui Pendekatan Sinektik dan Isyarat Analogi dalam Alquran." MADANIA: JURNAL KAJIAN KEISLAMAN 21, no. 2 (2017): 157. http://dx.doi.org/10.29300/madania.v21i2.608.

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The Understanding of Abstract Concept of Islamic Teachings on Children Through a Synectic Approach and Analogic Cues in the Quran. The weakness of learning outcomes in understanding the concept of abstract has resulted in the spread of negative daily behavior. As an example of cheating behavior, disruptive behavior of other friends, dishonest behavior in the school cafeteria, truancy behavior, unsanitary and religious behavior, behaviors that can harm themselves and their environment. This paper seeks to analyze the message of the Quran that suggests that education applies the analogy method,

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Golly, Annemieke, Jeffrey Sprague, Hill Walker, Kelli Beard, and Ginger Gorham. "The First Step to Success Program: An Analysis of Outcomes with Identical Twins across Multiple Baselines." Behavioral Disorders 25, no. 3 (2000): 170–82. http://dx.doi.org/10.1177/019874290002500305.

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The investigation described here focused on effects of the First Step to Success early intervention program designed for kindergartners who show the early signs of emerging antisocial behavior at the point of school entry. First Step is a collaborative home and school intervention that was developed to address the needs of such children and was evaluated over a 4-year period. Two studies are reported herein, involving two sets of identical twins enrolled in regular kindergarten programs. The results of these studies indicated that exposure to the First Step program produced powerful behavior c

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Furlong, Michael J., Michael P. Bates, and Douglas C. Smith. "Predicting school weapon possession: A secondary analysis of the youth risk behavior surveillance survey." Psychology in the Schools 38, no. 2 (2001): 127–39. http://dx.doi.org/10.1002/pits.1005.

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Bekiari, Alexandra, Dimitrios Kokaridas, and Kimon Sakelariou. "Verbal Aggressiveness of Physical Education Teachers and Students' Self-Reports of Behavior." Psychological Reports 96, no. 2 (2005): 493–98. http://dx.doi.org/10.2466/pr0.96.2.493-498.

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The purpose of this study was to develop a test for describing verbally aggressive behaviors of physical education teachers as perceived by secondary school students. The sample of 130 students (70 boys and 60 girls) were students in the second year of secondary school in Greece. 12 items designed for students were structured to describe possible verbal aggressive behaviors of physical education teachers as perceived by students and students' intention to respond. Exploratory factor analysis using the principal components method and varimax rotation yielded three factors, namely, (i) personal

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Hawkins, Renee O., Tai A. Collins, Lauren Haas Ramirez, J. Meredith Murphy, and Chelsea Ritter. "Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders." Behavioral Disorders 45, no. 4 (2019): 238–51. http://dx.doi.org/10.1177/0198742919888758.

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Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inapp

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Gage, Nicholas A., Timothy J. Lewis, and Janine P. Stichter. "Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis." Behavioral Disorders 37, no. 2 (2012): 55–77. http://dx.doi.org/10.1177/019874291203700201.

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Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on literature review or analyses using nonparametric effect size calculations. This study was designed to examine the omnibus effect that FBA-based interventions have on problem behaviors for students with or at risk for EBD in schools using a hierarchical

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Hidayat, Rais, Yuyun Elizabeth Patras, Herlina Usman, Yusuf Gunawan, and Tustiyana Windiyani. "Bibliometric Analysis of Ethical Behavior in Education Using VOSviewer." Journal of Innovation in Educational and Cultural Research 4, no. 1 (2023): 157–66. http://dx.doi.org/10.46843/jiecr.v4i1.537.

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The research theme of ethical behavior, particularly in educational organizations, is of great importance. There have been many publications on ethical behavior, but there has been no research to identify and summarize publications on it comprehensively. This research aims to clarify the history and predict the hotspots of ethical behavior themes in the future. This research method uses bibliographical analysis using the VOSviewer application. Data was sourced from the Scopus database between 1982 and 2021, downloaded into Excel 2016, and processed by VOSviewer. Bibliometric maps are formed by

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Dunlap, Glen, Lee Kern, Maria Deperczel, et al. "Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders." Behavioral Disorders 18, no. 4 (1993): 275–91. http://dx.doi.org/10.1177/019874299301800403.

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Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance participated in a comprehensive functional assessment process designed to yield a useful understanding of their desirable and undesirable behaviors. Interviews, record reviews, and direct classroom observations led to the development of individualized h

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Chen, Chin-Chih, Frank J. Symons, and Arthur J. Reynolds. "Prospective Analyses of Childhood Factors and Antisocial Behavior for Students with High-Incidence Disabilities." Behavioral Disorders 37, no. 1 (2011): 5–18. http://dx.doi.org/10.1177/019874291103700102.

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This prospective longitudinal study investigated the association between childhood factors (individual, family, and school characteristics) and later antisocial behavior (official juvenile delinquency and adult crime) for students identified with high-incidence disabilities (i.e., learning disabilities, emotional disturbance). The sample consisted of 1,370 economically disadvantaged, predominantly minority students living in a large urban area. Findings indicated that students with high-incidence disabilities had higher rates of juvenile delinquency and adult crime. Individual (classroom adjus

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Robinson, T. Rowand, Stephen W. Smith, M. David Miller, and Mary T. Brownell. "Cognitive behavior modification of hyperactivity–impulsivity and aggression: A meta-analysis of school-based studies." Journal of Educational Psychology 91, no. 2 (1999): 195–203. http://dx.doi.org/10.1037/0022-0663.91.2.195.

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Bearss, Karen, Daina Tagavi, Aaron R. Lyon, and Jill Locke. "Iterative redesign of a caregiver-mediated intervention for use in educational settings." Autism 26, no. 3 (2022): 666–77. http://dx.doi.org/10.1177/13623613211066644.

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Teachers endorse disruptive behavior as a considerable concern for autistic students, which is compounded by the lack of adequate resources for behavioral intervention planning in the classroom. The RUBI program is an evidence-based, low-intensity manualized intervention, initially developed for parents of autistic children ages 3–14 and co-occurring disruptive behavior. Utilizing the Discover, Design/Build, Test (DDBT) framework, which combines user-centered design and implementation science, RUBI intervention content was collaboratively and iteratively redesigned with elementary school stake

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Dunlap, Glen, Lee Kern, Maria dePerczel, et al. "Republication of “Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders”." Behavioral Disorders 43, no. 2 (2018): 322–36. http://dx.doi.org/10.1177/0198742917753157.

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Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance participated in a comprehensive functional assessment process designed to yield a useful understanding of their desirable and undesirable behaviors. Interviews, record reviews, and direct classroom observations led to the development of individualized h

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Wu, Shanshan. "Causal Analysis of Internet Addiction among Chinese Primary and Secondary School Students." Science Insights 42, no. 3 (2023): 851–56. http://dx.doi.org/10.15354/si.23.re231.

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The advent of the Internet has provided humanity with massive benefits. Yet, internet-related problems, such as internet addiction, have become more frequent. Internet addiction is a major research issue in the domains of education and psychology. While there has been substantial research on student internet abuse in China and around the world, little is known about the online behavior of primary and secondary school students in China. These students are in crucial periods of mental and physical development, making them especially prone to internet addiction. This paper seeks to summarize the

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Zoglowek, Herbert, and Hermann Kuhl. "Experiential Education - an Opportunity for Compensatory Education." Revija za elementarno izobraževanje 15, no. 1 (2022): 17–30. http://dx.doi.org/10.18690/rei.15.1.17-30.2022.

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The article describes a project about ‘experiential education’ at a school in Germany. The main educational objective is to offer an alternative way of teaching pupils who show destructive and aggressive behaviour. After a critical analysis of the concept of experiential education with regard to its educational relevance, the conceptual design and implementation of the project is presented. The experiences gained through participant observation and interviews can be interpreted in such a way that pupils with behavioural problems can gain a new, different access to themselves through special mo

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George, Heather Peshak, Karen Elfner Cox, Devon Minch, and Therese Sandomierski. "District Practices Associated With Successful SWPBIS Implementation." Behavioral Disorders 43, no. 3 (2018): 393–406. http://dx.doi.org/10.1177/0198742917753612.

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Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation fidelity and improved student outcomes can assist district personnel with appropriate allocation of resources, including professional development and school-based implementation support. Due to the limited empirical support for district-level factors tha

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Crowley, Susan L., and Kenneth W. Merrell. "The Structure of the School Social Behavior Scales: A Confirmatory Factor Analysis." Assessment for Effective Intervention 28, no. 2 (2003): 41–55. http://dx.doi.org/10.1177/073724770302800205.

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Siskahendriyetti09. "Comparing the Understanding of "Punishment" in Teacher- Student Relationships Based on Majors in Bukitinggi City: An Indigenous Psychology Study." CAUSALITA : Journal of Psychology 1, no. 4 (2024): 73–80. http://dx.doi.org/10.62260/causalita.v1i4.80.

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Education gives students access to knowledge and information that has been collected and organized. Punishment is very important to change student behavior in a safe and orderly school environment. This study reveals the types of punishment and the impact of punishment on high school students using an indigenous psychology approach. This research was conducted on 430 high school students in Bukittinggi City. The method used is descriptive qualitative with an indigenous psychology approach, using an open-ended questionnaire with the stages of open coding, axial coding, and selective coding anal

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Huisman, Chip, and Jeroen Bruggeman. "The social network, socioeconomic background, and school type of adolescent smokers." International Journal of Behavioral Development 36, no. 5 (2012): 329–37. http://dx.doi.org/10.1177/0165025412444078.

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The aim of this study is to examine the role of Dutch second grade (age 13–14) high school peer networks in mediating socioeconomic background and school type effects on smoking behavior. This study is based on a longitudinal design with two measurement waves at five different high schools, of the complete networks of second grader friendships, as well as their smoking behavior, school type, and parents’ educational level. The analysis is done by simulation investigation for empirical network analysis (SIENA) modeling that can control for friendship selection on the basis of smoking similarity

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Gage, Nicholas A., Ahhyun Lee, Nicolette Grasley-Boy, and Heather Peshak George. "The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis." Journal of Positive Behavior Interventions 20, no. 4 (2018): 217–26. http://dx.doi.org/10.1177/1098300718768204.

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This study explored the effects of School-Wide Positive Behavior Interventions and Supports (SWPBIS) on school suspensions and behavioral incidents for elementary and intermediate schools in Georgia implementing with fidelity by comparing results with a propensity score–matched comparison group of schools that never received SWPBIS training. Significant decreases in suspensions and disciplinary exclusions were found in schools implementing with fidelity compared with matched comparison schools. Schools implementing SWPBIS with higher fidelity had fewer out-of-school suspensions and disciplinar

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Stage, Scott A. "A Preliminary Investigation of the Relationship between In-School Suspension and the Disruptive Classroom Behavior of Students with Behavioral Disorders." Behavioral Disorders 23, no. 1 (1997): 57–76. http://dx.doi.org/10.1177/019874299702300105.

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This study examined the effects of three types of in-school suspension programs on disruptive classroom behavior as well as the impact of classroom management techniques on assignment to in-school suspension. The participants were 36 students (ages 12–17) with behavioral or emotional disorders who were enrolled in a residential school for adolescents. There were four intervention phases. In the Timeout1 intervention, students (n = 17) served a 15-minute timeout. In the Timeout Plus Academic Task intervention, students (n = 19) served a timeout and completed an academic assignment. In the Probl

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Gage, Nicholas A., Todd Haydon, Ashley S. MacSuga-Gage, Emily Flowers, and Lyndsie Erdy. "An Evidence-Based Review and Meta-Analysis of Active Supervision." Behavioral Disorders 45, no. 2 (2019): 117–28. http://dx.doi.org/10.1177/0198742919851021.

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Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the

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Solomon, Benjamin G., Suzanne A. Klein, John M. Hintze, James M. Cressey, and Sarah L. Peller. "A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis." Psychology in the Schools 49, no. 2 (2012): 105–21. http://dx.doi.org/10.1002/pits.20625.

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