School-Based Interventions for Academic Success becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines, busy classrooms and teacher-managed routines. In School-Based Interventions for Academic Success, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →Challenging behavior in the classroom setting can negatively impact teacher implementation of classroom management strategies and lead to poorer student outcomes and increased risk for teacher burnout (Fernet et al., 2012; Garwood et al., 2017; Gilmour et al., 2022). When challenging classroom behaviors are targeted through antecedent-based interventions, such as physical exercise or relaxation techniques, improved academic and social outcomes have been observed. Moreover, evidence-based strategies such as differential reinforcement have been shown to be effective at reducing challenging behavior (Boniecki & Moore, 2003; Petscher et al., 2009). This symposium will focus on three presentations highlighting interventions that have been successful in reducing disruptive behavior and increasing appropriate behavior in school-based settings. The first presentation will focus on the impact of antecedent physical exercise on academic engagement and task completion of elementary school students. The second presentation will be an evaluation of the effectiveness of brief video based PMR to increase academic engagement in the classroom. Finally, the third presentation will assess the effectiveness of and preference for teacher-implemented accumulated and distributed schedules of reinforcement in a classroom setting. Collectively, these studies represent school-based intervention approaches to decrease challenging behavior and promote optimal academic engagement exhibited by students in the classroom setting.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
| FL MH/PSY | 0 | — |
Madeline Risse earned her B.S. in Special Education at Georgia College and State University in 2018. After working as a special education teacher in a self-contained classroom for students with emotional and behavioral disorders (EBD), Madeline earned her M.S. in Applied Behavior Analysis at the University of South Florida in 2022. Currently, Madeline attends the doctoral program at the University of South Florida where she is pursuing her research interests in disseminating positive behavioral school-based practices to promote improved student and teacher outcomes through implementation of universal and individualized behavior supports. Madeline is interested in optimizing the quality of school-wide behavioral management practices, increasing the effectiveness of school personnel training on the use of evidence-based practices, and identifying methods to improve procedural integrity of universal and individualized classroom and behavior management strategies.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
252 research articles with practitioner takeaways
200 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.