Using Non-Violent Discipline Tools: Evidence Suggesting the Importance of Attunement

Training in non-violent discipline is important to prevent violence against children and ensure that their caregivers remain a safe base for them. This paper aims to deepen understanding of non-violent discipline by exploring attunement as a mechanism in the effectiveness of non-violent discipline tools. Attunement describes the sensitive responsiveness of caregivers towards their children and has been found to be central to the formation of secure attachment bonds and development of self-regulation. It includes understanding or being "in tune with" the child's needs and signals, matching these with appropriate responses. The objective of this paper is to explore attunement in relation to non-violent discipline. Peer-reviewed systematic reviews previously included in a systematic overview of evidence on non-violent discipline options were screened for information relevant to attunement. All reviews were published in English between 1999 and 2018 and offered evidence on at least one non-violent discipline tool. Although no reviews explicitly addressed attunement, evidence was found suggesting its importance in the use and effectiveness of discipline methods. Research directly investigating attunement in discipline is needed.

Differential Reinforcement of Low Frequency Behavior as an Interdependent Group Contingency for Children Diagnosed with Autism Spectrum Disorder

An ABAB reversal design was employed to evaluate the effect of differential reinforcement of low (DRL) frequency behavior as an interdependent group contingency on the frequency of vocal disruptions of five males, 6-14-years old, diagnosed with an autism spectrum disorder. The results showed lower frequencies of vocal disruptions during intervention conditions as compared to baseline conditions; the combination of DRL and interdependent group contingency was effective at reducing the target behavior from baseline levels. Implications of concurrent interventions for the applied setting are discussed.

Self-management interventions for reducing challenging behaviors among school-age students: A systematic review

BACKGROUND

Challenging classroom behaviors can interfere with student social and academic functioning and may be harmful to everyone in schools. Self-management interventions within schools can address these concerns by helping students develop necessary social, emotional, and behavioral skills. Thus, the current systematic review synthesized and analyzed school-based self-management interventions used to address challenging classroom behaviors.

OBJECTIVES

The current study aimed to inform practice and policy by (a) evaluating the effectiveness of self-management interventions at improving classroom behaviors and academic outcomes and (b) examining the state of research for self-management interventions based on existing literature.

SEARCH METHODS

Comprehensive search procedures included electronically searching online databases (e.g., EBSCO Academic Search Premier, MEDLINE, ERIC, PsycINFO), hand-searching 19 relevant journals (e.g., School Mental Health, Journal of School Psychology), reference-list searching 21 relevant reviews, and searching gray literature (e.g., contacting authors, searching online dissertation/theses databases and national government clearinghouses/websites). Searches were completed through December of 2020.

SELECTION CRITERIA

Included studies employed either a multiple group-design (i.e., experimental or quasi-experimental) or single-case experimental research design and met the following criteria: (a) utilized a self-management intervention, (b) conducted in a school setting, (c) included school-aged students, and (d) assessed classroom behaviors.

DATA COLLECTION AND ANALYSIS

Standard data collection procedures expected by the Campbell Collaboration were used in the current study. Analyses for single-case design studies incorporated three-level hierarchical models to synthesize main effects, and meta-regression for moderation. Further, robust variance estimation was applied to both single-case design and group-design studies to account for dependency issues.

MAIN RESULTS

Our final single-case design sample included 75 studies, 236 participants, and 456 effects (i.e., 351 behavioral outcomes and 105 academic outcomes). Our final group-design sample included 4 studies, 422 participants, and 11 total behavioral effects. Most studies occurred in the United States, in urban communities, in public schools, and in elementary settings. Single-case design results indicated that self-management interventions significantly and positively impacted both student classroom behaviors (LRRi = 0.69, 95% confidence interval [CI] [0.59, 0.78]) and academic outcomes (LRRi = 0.58, 95% CI [0.41, 0.76]). Single-case results were found to be moderated by student race and special education status, whereas intervention effects were more pronounced for African American students (F = 5.56, p = 0.02) and students receiving special education services (F = 6.87, p = 0.01). Single-case results were not found to be moderated by intervention characteristics (i.e., intervention duration, fidelity assessment, fidelity method, or training). Despite positive findings for single-case design studies, risk of bias assessment indicated methodological shortcomings that should be considered when interpreting findings. A significant main effect of self-management interventions for improving classroom behaviors was also revealed for group-design studies (g = 0.63, 95% CI [0.08, 1.17]). However, these results should be interpreted with caution given the small number of included group-design studies.

IMPLICATIONS FOR POLICY PRACTICE AND RESEARCH

The current study, conducted using comprehensive search/screening procedures and advanced meta-analytic techniques, adds to the large amount of evidence indicating that self-management interventions can be successfully used to address student behaviors and academic outcomes. In particular, the use specific self-management elements (i.e., self-determining a performance goal, self-observing and recording progress, reflecting on a target behavior, and administering primary reinforcers) should be considered within current interventions as well as in the development of future interventions. Future research should aim to assess the implementation and effects of self-management at the group or classroom-level within randomized controlled trials.

Multitiered Systems of Support, Adaptive Interventions, and SMART Designs

This article introduces the special section on adaptive interventions and sequential multiple-assignment randomized trial (SMART) research designs. In addition to describing the two accompanying articles, we discuss features of adaptive interventions (AIs) and describe the use of SMART design to optimize AIs in the context of multitiered systems of support (MTSS) and integrated MTSS. AI is a treatment delivery model that explicitly specifies how information about individuals should be used to decide which treatment to provide in practice. Principles that apply to the design of AIs may help to more clearly operationalize MTSS-based programs, improve their implementation in school settings, and increase their efficacy when used according to evidence-based decision rules. A SMART is a research design for developing and optimizing MTSS-based programs. We provide a running example of a SMART design to optimize an MTSS-aligned AI that integrates academic and behavioral interventions.

Education for students with neurodevelopmental disabilities-Resources and educational adjustments

Children with neurodevelopmental disorders are more likely to face challenges of various kinds throughout their schooling due to their vulnerability factors. Although certain evidence-based practices have been recognized to be effective in supporting academic performance or social and personal adjustment, transferring these practices to school realities remains a challenge. Indeed, the educational trend favored for more than 20 years promotes the development of all students in the most natural context possible. The objective of this chapter is to shed light on how resources and EBPs can be organized in an inclusive education context. A tiered framework, commonly adopted as different models across the world, is presented and used to demonstrate how interventions can be prioritized for the difficulties and special needs of specific (e.g., ADHD, dyslexia, and developmental coordination disorder) and complex (e.g., autism spectrum disorder) neurodevelopmental disorders. The chapter ends with a discussion of the conditions and drivers of intervention fidelity and effectiveness in an inclusive context and, more specifically, support for teachers and parents.

Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes

It was almost winter break, and Ms. Salvador, the reading specialist at Awbrey Park Elementary School, was reviewing the fifth-grade progress-monitoring reading data for students receiving intensive small-group reading interventions. She noticed that several students were not making the reading gains that they had expected. Ms. Salvador and her team also realized that during reading instruction, many of these students displayed problem behaviors, such as having difficulty remaining on task and disrupting other students. After reading as much as she could on the topic, Ms. Salvador found that incorporating self-regulation strategies into reading interventions could lead to improvements in reading and an increase in appropriate behaviors that students display during reading instruction. Knowing how interrelated reading and behavior can be, Ms. Salvador decided to collaborate with Mr. Tanner, the behavior specialist, in developing self-regulation interventions for their students at Awbrey Park Elementary. However, before they could begin to create these self-regulation interventions, Ms. Salvador and Mr. Tanner needed to identify more research on what self-regulation strategies were available and how self-regulation strategies could be used to support students with both reading and behavioral difficulties during small-group reading interventions.

Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial

Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary school students with or at risk for emotional behavior disorders (EBD). Seventeen elementary schools, 159 general education teachers, and 313 students participated in the randomized-control group design study. Fidelity of implementation was strong for intervention group teachers and was measured across groups and throughout baseline conditions. Results suggest that CW-FIT can be used to increase on-task behavior and reduce the disruptive behavior of students with or at risk for EBD. In addition, teachers in intervention classes increased praise and reduced reprimands to individual students and along with their students, reported high levels of consumer satisfaction.

Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder

This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed.

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students' Class-Work and Active Engagement

The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students' reading logs and overall classroom and individual student academic engagement.

Antecedents of teachers' emotions in the classroom: an intraindividual approach

Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers’ emotions in the classroom. More specifically, the relationships between students’ motivation and discipline and teachers’ enjoyment and anger were explored, as well as if these relationships are mediated by teachers’ subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2–3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students’ motivation and discipline explained 24% of variance in teachers’ enjoyment and 26% of variance in teachers’ anger. In line with theoretical assumptions, after introducing teachers’ subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers’ enjoyment and anger respectively. The effects of students’ motivation and discipline level on teachers’ emotions were partially mediated by teachers’ appraisals of goal conduciveness and coping potential. The findings imply that since teachers’ emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.

Social skills training for youth with autism spectrum disorders: a follow-up

In 2008, Bellini and Peters conducted a review of empirically based social skills training procedures for youth with autism spectrum disorders. The results of this review suggested that targeted intervention using social skills training programs that were intensive and implemented in a child's natural setting were best suited to meet the needs of children with autism spectrum disorders. In the current article, a review of the most recent meta-analyses is included. Detailed investigation regarding the effectiveness of 8 social skills training procedures is updated and reviewed. Finally, a discussion of assessment strategies is included.

Middle and High School Based Interventions for Adolescents with ADHD

The development and evaluation of psychosocial treatments for adolescents with attention-deficit/hyperactivity disorder has lagged behind the treatment development work conducted with children with the disorder. Two middle school-based and high school-based treatment programs have the most empirical work indicating beneficial effects. Treatment development research addressing many of the basic questions related to mediators, moderators, and sequencing of treatments is needed. Implications for future treatment development research are reviewed, including the potential benefits of combining treatments of a variety of modalities to address the large gaps in the literature.

Functional Analysis With Typically Developing Children: Best Practice or Too Early to Tell?: In Response to

Hanley (2012) provided a guide to practitioners and researchers in the conduct of functional assessment for problem behavior, citing a body of empirical work to support his view. Much of the work Hanley drew upon was conducted with individuals with developmental delay in hospitals or outpatient clinic settings. In this paper, we argue that the guidelines he put forth are not necessarily applicable to work in schools or with typically developing individuals. We examine the evidence supporting use of functional analysis with typically developing children, emphasizing school-based consultation, and conclude by recommending a tiered assessment approach from least to most intensive based on the needs of the individual child.

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

To meet the complex social behavioral and academic needs of all students, schools benefit from having available multiple evidence-based interventions of varying intensity. School-wide positive behavior support provides a framework within which a continuum of evidence-based interventions can be implemented in a school. This framework includes three levels or tiers of intervention; Tier I (primary or universal), Tier II (secondary or targeted), and Tier III (tertiary or individualized) supports. In this paper we review the logic behind school-wide positive behavior support and then focus on Tier II interventions, as this level of support has received the least attention in the literature. We delineate the key features of Tier II interventions as implemented within school-wide positive behavior support, provide guidelines for matching Tier II interventions to school and student needs, and describe how schools plan for implementation and maintenance of selected interventions.

A systematic evidence review of school-based group contingency interventions for students with challenging behavior

The purpose of this review was to synthesize the research underlying group contingency interventions to determine whether there is sufficient evidence to support their use for managing the classroom behavior of students with behavioral difficulties. An application of the What Works Clearinghouse (WWC) procedures for evaluating single-subject research revealed that the research investigating group contingencies demonstrated sufficient rigor, evidence, and replication to label the intervention as evidence-based. These findings were further supported across five quantitative indices of treatment effect. The results associated with the application of the WWC procedures and quantitative evaluations were supplemented with additional systematic coding of methodological features and study characteristics to evaluate the populations and conditions under which the effects of the group contingency best generalize. Findings associated with this coding revealed that the lack of detailed reporting across studies limited our ability to determine for whom and under what conditions group contingencies are best suited.