Classroom Behavior-Based Interventions
Behavior- based interventions have been developed in the school-wide settings; however little research is based on the commonalities and differences throughout the classroom settings with interventions in mind. The commonality of such research evaluates the interventions as prominent ideas to reduce behavior in early learners. For example, in literatures, the Good Behavior Game utilized the game with grade-levels as low as kindergarten to reduce problem behaviors (). In the same aspect, other literatures utilized the TEACCH interventions as the force for reducing behavior with these populations. The methodology behind the commonalities consist of the ABA withdrawal design benefiting the participant in determining whether the intervention can
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On one hand, interventions associated with classroom behaviors holds a reduction rate until the intervention is withdrawn and baseline occurs; whereas others find the interventions are not stemmed from one approach but the combination of the reduction of behaviors is the best practice. The differences in the framework can develop the use of interventions. The conceptual framework determined the concept used to develop the study. For example, the Good Behavior Game is a concept based on the behavior reduction. For example, the use of the Behavioral Game in a school-wide setting served as the concept for a classroom-wide intervention (). Dissimilarly, theoretical framework evaluates the literature through the Comprehension Treatment model as a highly recommended model. For example, teachers and other experts support the TEACHH models over other evidence-bases interventions because of the ease to implement the interventions. The common theme is behavior reduction and student engagement is evaluated through interventions. Frankly, the interventions should be evaluated further to determine how work tasks can be differentiated with schedules of reinforcement in
On one hand, interventions associated with classroom behaviors holds a reduction rate until the intervention is withdrawn and baseline occurs; whereas others find the interventions are not stemmed from one approach but the combination of the reduction of behaviors is the best practice. The differences in the framework can develop the use of interventions. The conceptual framework determined the concept used to develop the study. For example, the Good Behavior Game is a concept based on the behavior reduction. For example, the use of the Behavioral Game in a school-wide setting served as the concept for a classroom-wide intervention (). Dissimilarly, theoretical framework evaluates the literature through the Comprehension Treatment model as a highly recommended model. For example, teachers and other experts support the TEACHH models over other evidence-bases interventions because of the ease to implement the interventions. The common theme is behavior reduction and student engagement is evaluated through interventions. Frankly, the interventions should be evaluated further to determine how work tasks can be differentiated with schedules of reinforcement in