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An Examination of Using Behavioral Intervention Strategies in the Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Examination of Using Behavioral Intervention Strategies in the Classroom./
Author:	Clement, Matthew.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	43 p.
Notes:	Source: Masters Abstracts International, Volume: 84-01.
Contained By:	Masters Abstracts International84-01.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29322965
ISBN:	9798837554865

An Examination of Using Behavioral Intervention Strategies in the Classroom.
Clement, Matthew.

An Examination of Using Behavioral Intervention Strategies in the Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 43 p.

Source: Masters Abstracts International, Volume: 84-01.

Thesis (M.Ed.)--Roberts Wesleyan College (Rochester), 2022.

This item must not be sold to any third party vendors.

This study examines the implementation of behavioral interventions within special education classrooms. The research study identifies various implementation strategies and experiments that have been conducted throughout a multitude of school districts around the country. The research that was gathered was conducted using a mixed method approach that includes qualitative and quantitative data collection to support the information. The research that was conducted involved professional researchers with reliable sources to back up the information. Implementations of different classroom strategies such as Social-Emotional Learning (SEL), Positive Behavior Intervention Systems (PBIS), and others were examined in this study to show the effectiveness in a special education classroom setting. The study looked at how the cost of implementing interventions was a barrier when it came to implementing them in school districts. Along with the interventions that were implemented, the study looks at the integrity of teachers to practice the strategies in the classroom after learning about how to successfully implement them. With the increase of consistent interventions for special education students, it was found that the behavioral obstacles decreased with time. Additionally, when general education students were encouraged to engage with special education students after being informed about their behaviors, students were more likely to interact based on understanding certain conditions of a disability. Future research can continue along the lines of looking at academics within a special education program. Practitioners can use the information to reconstruct their districts implementation process in order to help students with disabilities succeed at an increased level.

ISBN: 9798837554865Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Behavioral intervention strategies

An Examination of Using Behavioral Intervention Strategies in the Classroom.
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506 $a This item must not be sold to any third party vendors.
520 $a This study examines the implementation of behavioral interventions within special education classrooms. The research study identifies various implementation strategies and experiments that have been conducted throughout a multitude of school districts around the country. The research that was gathered was conducted using a mixed method approach that includes qualitative and quantitative data collection to support the information. The research that was conducted involved professional researchers with reliable sources to back up the information. Implementations of different classroom strategies such as Social-Emotional Learning (SEL), Positive Behavior Intervention Systems (PBIS), and others were examined in this study to show the effectiveness in a special education classroom setting. The study looked at how the cost of implementing interventions was a barrier when it came to implementing them in school districts. Along with the interventions that were implemented, the study looks at the integrity of teachers to practice the strategies in the classroom after learning about how to successfully implement them. With the increase of consistent interventions for special education students, it was found that the behavioral obstacles decreased with time. Additionally, when general education students were encouraged to engage with special education students after being informed about their behaviors, students were more likely to interact based on understanding certain conditions of a disability. Future research can continue along the lines of looking at academics within a special education program. Practitioners can use the information to reconstruct their districts implementation process in order to help students with disabilities succeed at an increased level.
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