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Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g., Check in check out), teachers are often the implementer of DBRCs. In addition, it appears that no studies evaluating DBRCs have included a functional assessment. Thus, the purposes of this study were to assess the effects of a peer-mediated DBRC on disruptive classroom behaviors, determine whether peers could implement their portion of the intervention procedures with high integrity, and assess whether DBRC was effective independent of the functional reinforcer for disruptive behavior. In this study, peer-mediated DBRC led to a decrease in disruptive behavior and an increase in on-task behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity. Furthermore, DBRC was effective at suppressing disruptive behavior independent of their presumed functional reinforcer. However, it does appear that different portions of the intervention likely addressed the hypothesized functions of problem behaviors of all three participants., Author(s): Deanna Canfield [sup.1], Catia Cividini-Motta [sup.1] Author Affiliations: (1) grid.170693.a, 0000 0001 2353 285X, Department of Child and Family Studies, University of South Florida, , MHC2333, 13301 Bruce B. [...]

Previous research has shown that disruptive behavior can impair students' academic success (Pierce et al. in Remedial Spec Educ 25:175-188, 2004, https://doi.org/10.1177/07419325040250030501), as well as increase teacher's stress level (Westling in Remedial Spec Educ 31:48-63, 2010, https://doi.org/10.1177/0741932508327466). The Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement; however, few studies have evaluated the efficacy of CPI. The purpose of this study was to assess the effects of CPI on disruptive behavior and academic engagement of young students who engage in disruptive behavior. This study used a non-concurrent multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in disruptive behavior and an increase in academic engagement for all three participants and these levels persisted throughout schedule thinning. In addition, results of teacher and student social validity assessments indicated that the intervention was effective and easy to implement and that students preferred the intervention., Author(s): Andrea N. Zuniga [sup.1], Catia Cividini-Motta [sup.1] Author Affiliations: (1) grid.170693.a, 0000 0001 2353 285X, Applied Behavior Analysis Program, Department of Child and Family Studies, University of South Florida, [...]

This study compared the effects of high-tech (clickers) and low-tech (response cards and hand raising) active student responding modalities on student classroom behavior during whole-group English language arts instruction in two 1st-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech and low-tech modalities on academic responding, disruptive behavior, and accuracy of responding across four teacher-nominated students in two classrooms. The results of the study indicate that both clickers and response cards were equally effective in increasing student academic responding and decreasing disruptive behavior. Additionally, accuracy of responding was similar during the response cards and clickers conditions for all participants., Author(s): Thomas Schulz [sup.1], Catia Cividini-Motta [sup.1], Kwang-Sun Cho Blair [sup.1], Hannah MacNaul [sup.1] Author Affiliations: (1) grid.170693.a, 0000 0001 2353 285X, Applied Behavior Analysis Program, Department of Child and [...]