School-Based Interventions for Reducing Disruptive Behaviors in the Classroom matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines, busy classrooms and teacher-managed routines. In School-Based Interventions for Reducing Disruptive Behaviors in the Classroom, 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 →Disruptive behavior is commonly reported to have a negative impact on students' academic achievement and loss of instructional time in the classroom. Our session highlights the use of three school-based interventions aimed to decrease the level of disruptive behavior exhibited by elementary and middle school students. The first presentation will provide an overview of the use of a function-based self-monitoring procedure used to promote functional communicative responses and decrease the level of disruptive behavior exhibited by three middle school students diagnosed with autism spectrum disorder (ASD). The second presentation will illustrate the effectiveness of Brain Breaks ®, an antecedent exercise program, to increase on-task behavior and decrease disruptive behavior exhibited by three elementary school students in a general education classroom. The final presentation will describe the implementation of the prevent-teach-reinforce secondary (PTR-SEC) model to increase the level of on-task behavior exhibited by three middle school students with emotional and behavioral disorders. Collectively, these studies will provide valuable insight regarding the effectiveness of three school-based interventions implemented with students of different ages and diagnoses across general education and self-contained classrooms.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 0 | — |
| FL MH/PSY | 0 | — |
Marissa Del Vecchio is a Board Certified Behavior Analyst. She graduated with her Masters of Science in Applied Behavior Analysis and will continue her education as a doctoral student at the University of South Florida. Marissa has experience in clinical and community settings providing intensive early intervention services and working with students with emotional behavior disorders in the public school system. Her research interests include school-based interventions to reduce problem behavior, multicomponent approaches to service delivery and trauma-informed care.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
256 research articles with practitioner takeaways
252 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.