Recursos

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Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136.

Allen, G. E., Common, E. A., Germer, K. A., Lane, K. L., Buckman, M. M., Oakes, W. P., & Menzies, H. M. (2020). A systematic review of the evidence base for active supervision in pre-K–12 settings. Behavioral Disorders, 45(3), 167–182. https://doi.org/10.1177/0198742919837646

Aloe, A.M., Shislet, S.M., Norris, B.D., Nickerson, A.B., & Rinker, T.W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review,12, 30-44.

Athens, E.S., & Vollmer, T.R. (2010). An investigation of differential reinforcement of alternative behavior without extinction. Journal of Applied Behavior Analysis, 43, 569-589.

Caldarella, P., Larsen, R.A.A., Williams, L., Downs, K.R., Wills, H.P., & Wehby, J.H. (2020). Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behavior. Educational Psychology, 40(10), 1306-1322.

Clarke, L.S., Haydon, T., Bauer, A., & Epperly, A.C. (2016). Inclusion of students with an intellectual disability in the general education classroom with the use of response cards. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 35-42. https://doi.org/10.1080/1045988X.2014.966801

Common, E.A., Bross, L.A., Oakes, W.P., Cantwell, E.D., Lane, K.L., & Germer, K.A. (2019). Systematic review of high probability requests in K-12 settings: Examining the evidence base. Behavioral Disorders, 45(1), 3-21.

Cowan, R.J., Abel, L., & Candel, L. (2017). A meta-analysis of single-subject research on behavioral momentum to enhance success in students with autism. Journal of Autism and Developmental Disorders, 47, 1464-1477.

Davis, C.A., Reichle, J.E., & Southard, K.L. (2000). High-probability requests and a preferred item as a distractor: Increasing successful transitions in children with behavior problems. Education and Treatment of Children, 23, 423-440.

Davis, D.H., Fredrick, L.D., Alberto, P.A., & Gama, R. (2012). Functional communication training without extinction using concurrent schedules of differing magnitudes of reinforcement in classrooms. Journal of Positive Behavior Interventions, 14(3), 162-172.

Downs, K. R., Caldarella, P., Larsen, R. A.A., Charlton, C. T., Wills, H. P., Kamps, D. M., & Wehby, J. H. (2018). Teacher praise and reprimands: The differential response of students at risk of emotional and behavioral disorders. Journal of Positive Behavior Interventions, 21(3), 135–147. https://doi.org/10.1177/1098300718800824

EBI Network. (2011). Differential reinforcement of an incompatible or alternative behavior. Tomado de https://education.missouri.edu/wp-content/uploads/sites/21/2013/04/Differential-Reinforcement-of-an-Incompatible-or-Alternative-Behavior.pdf

Ennis, R.P., Lane, K.L., & Flemming, S.C. (2021). Empowering teachers with low-intensity strategies: Supporting students at-risk for EBD with instructional choice during reading. Exceptionality, 29(1), 61-79

Ennis, R.P., Royer, D.J., Lane, K.L., & Griffith, C.E. (2017). A systematic review of precorrection in PK-12 settings. Education and Treatment of Children, 40(4), 465-496.

Ennis, R.P., Schwab, J.R., & Jolivette, K. (2012). Using precorrection as a secondary-tier intervention for reducing problem behaviors in instructional and noninstructional settings. Beyond Behavior. 22(1), 1-11. https://doi.org/10.1177%2F107429561202200107

Evanoich, L.L., & Kern, L. (2018). Precorrection: Preventing predictable problem behaviors in school settings. Beyond Behavior, 27(2), 90-98. https://doi.org/10.1177/1074295618769892

Fitzgerald Leahy, L.R., Miller, F.G., & Schardt, A.A. (2019). Effects of teacher-directed opportunities to respond on student behavioral outcomes: A quantitative synthesis of single-case design research. Journal of Behavioral Education, 28, 78-106.

Flower, A., McKenna, J. & Haring. C. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163–169. https://doi.org/10.1080/1045988X.2016.1231109

Flynn, S.D., & Lo, Y. (2016). Teacher implementation of trial-based functional analysis and differential reinforcement of alternative behavior for students with challenging behavior. Journal of Behavioral Education, 25, 1-31. https://doi.org/10.1007/s10864-015-9231-2

Gage, N.A., Haydon, T., MacSuga-Gage, A.S., Flowers, E., & Erdy, L. (2020). An evidence-based review and meta-analysis of active supervision. Behavioral Disorders, 45(2), 117-128. https://doi.org/10.1177/0198742919851021

Griffith, D., & Tyner, A. (2019). Discipline reform through the eyes of teachers. Washington, D.C: Thomas B. Fordham Institute. Tomado de http://fordhaminstitute.org/national/research/discipline-reform-through-the-eyes-of-teachers

Haydon, T., & Scott, T.M. (2008). Using common sense in common settings: Active supervision and precorrection in the morning gym. Intervention in School and Clinic, 43(5), 283-290.

Haydon, T., DeGreg, J., Maheady, L., Hunter, W. (2012). Using active supervision and precorrection to improve transition behaviors in a middle school classroom. Journal of Evidence-Based Practices for Schools, 13(1), 81–94.

Haydon, T., DeGreg, J., Maheady, L., Hunter, W. (2012). Using active supervision and precorrection to improve transition behaviors in a middle school classroom. Journal of Evidence-Based Practices for Schools, 13(1), 81–94.

ibestt Project, University of Washington. (2017). Intervention guide: Choice making. ibestt. Tomado de: http://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/Choice-Making.pdf

ibestt Project, University of Washington. (2017). Intervention guide: High-probability requests. ibestt. Tomado de: https://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/High-Probability-Requests.pdf

ibestt Project, University of Washington. (2017). Intervention guide: Opportunities to respond. ibestt. Tomado de: https://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/Opportunities-to-Respond.pdf

Lane, K. L., Menzies, H. M., Ennis, R.P., Oakes, W. P. (2015). Supporting behavior for school success: A step-by-step guide to key strategies. New York: The Guilford Press.

Lane, K. L., Royer, D. J., Messenger, M. L., Common, E. A., Ennis, R. P., & Swogger, E. D. (2015). Empowering educators with low-intensity strategies to support academic engagement: Implementation and effects of instructional choice for elementary students in inclusive settings. Education & Treatment of Children, 38(4), 473-504.

LeGray, M.W., Dufrene, B.A., Mercer, S., Olmi, D.J., & Sterling, H. (2013). Differential reinforcement of alternative behavior in center-based classrooms: Evaluation of pre-teaching the alternative behavior. Journal of Behavioral Education, 22, 85-102.

LeGray, M.W., Dufrene, B.A., Sterling-Turner, H., Olmi, D.J., & Bellone, K. (2010). A comparison of function-based differential reinforcement interventions for children engaging in disruptive classroom behavior. Journal of Behavioral Education, 19, 185-204. https://doi.org/10.1007/s10864-010-9109-2

Lipschultz, J., & Wilder, D.A. (2017). Recent research on the high-probability instructional sequence: A brief review. Journal of Applied Behavior Analysis, 50(2), 424-428.

Maag, J.W. (2019). A meta-analysis and quality of high-probability request sequence studies for improving youth compliance and persistence. Journal of Psychology and Behavioral Science, 7, 17-30. https://doi.org/10.15640/jpbs.v7n1a3

MacSuga-Gage, A.S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature. Education and Treatment of Children, 38(2), 211-240.

Martin, B., Sargent, K., Van Camp, A., & Wright, J. (2018). Intensive intervention practice guide: Increasing opportunities to respond as an intensive intervention. Washington, DC: US Department of Education, Office of Special Education Programs. Tomado de https://files.eric.ed.gov/fulltext/ED591076.pdf

McCormick, J., & Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293.

Muharib, R., Dowdy, A., Rajaraman, A., & Jessel, J. (2022). Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis. Autism, 36(4), 761-781.

O’Handley, R. D., Olmi, D. J., Dufrene, B. A., Radley, K. C., & Tingstrom, D. H. (2022). The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms. Journal of Positive Behavior Interventions, 0(0). https://doi.org/10.1177/10983007221091330

Oliver, R. M., & Reschly, D. J. (2007, December). Effective classroom management: Teacher preparation and professional development. National Comprehensive Center for Teacher Quality issue paper. Tomado de https://files.eric.ed.gov/fulltext/ED543769.pdf

Ramsey, M.L., Jolivette, K., Patterson, D.P., & Kennedy, C., (2010). Using choice to increase time on-task, task-completion, and accuracy for students with emotional/behavior disorders in a residential facility. Education and Treatment of Children, 33(1), 1-21.

Rispoli, M., Lang, R., Neely, L., Camargo, S., Hutchins, N., Davenport, K., & Goodwyn, F. (2013). A comparison of within-and across-activity choices for reducing challenging behavior in children with autism spectrum disorders. Journal of Behavioral Education, 22, 66-83. https://doi.org/10.1007/s10864-012-9164-y

Royer, D.J., Lane, K.L., Dunlap, K.D., & Ennis, R.P. (2019). A systematic review of teacher-delivered behavior-specific praise on K-12 student performance. Remedial and Special Education, 40(2), 112-128. https://doi.org/10.1177%2F0741932517751054

Sullivan, W.E., & Roane, H.S. (2018). Incorporating choice in differential reinforcement of other behavior arrangements. Behavioral Development, 23(2), 130-137.

Sutherland, K.S., Wehby, J.H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8, 2-8.

Trussell, R.P. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic, 43(3), 179-185.

Van Camp, A.M., Wehby, J.H., Martin, B.L.N., Wright, J.R., & Sutherland, K.S. (2020). Increasing opportunities to respond to intensify academic and behavioral interventions: A meta-analysis. School Psychology Review, 49(1), 31-46. https://doi.org/10.1080/2372966X.2020.1717369

van der Mars, H., Darst, P., Vogler, B., & Cusimano, B. (1994). Active supervision patterns of physical education teachers and their relationship with student behaviors. Journal of Teaching in Physical Education, 14(1), 99-112. https://doi.org/10.1123/jtpe.14.1.99

Wehby, J.H.,& Lane, K.L. (2019). Classroom management. In S.G. Little & A. Akin-Little (Eds.) Behavioral interventions in schools: Evidence-based positive strategies (2^nd ed., pp. 61-76). Washington, DC: American Psychological Association.

Zane, T., Davis, C. (2013). Differential reinforcement procedures of other behavior (DRO). In F.R. Volkmar (Ed.) Encyclopedia of autism spectrum disorders. (pp. 962-966). New York: Springer. https://doi.org/10.1007/978-1-4419-1698-3_1903

Bross, L.A., Common, E.A., Oakes, W.P., Lane, K.L., Menzies, H.M., & Ennis, R.P. (2018). High-probability request sequence: An effective, efficient low-intensity strategy to support student success. Beyond Behavior, 27(3), 140-145. Tomado de https://www.jstor.org/stable/10.2307/26974071

Este artículo describe los pasos para implementar solicitudes de alta probabilidad. También incluye perspectivas de profesionales y consejos didácticos.

Ennis, R.P., Lane, K.L., Menzies, H.M. & Owens, P.P. (2018). Precorrection: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27(3), 146-152. Tomado de https://www.jstor.org/stable/10.2307/26974072

Este artículo describe los pasos para implementar la corrección previa. También incluye perspectivas de profesionales y consejos didácticos.

Ennis, R. P., Royer, D. J., Lane, K. L., Menzies, H. M., Oakes, W. P., & Schellman, L. E. (2018). Behavior-specific praise: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27(3), 134–139. https://www.jstor.org/stable/26974070

Este artículo describe los pasos para implementar los elogios ante un comportamiento específico. También incluye perspectivas de profesionales y consejos didácticos.

Lane, K. L., Menzies, H. M., Ennis, R. P., Oakes, W. P., Royer, D. J., & Lane, K. S. (2018). Instructional choice: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27(3), 160–167. https://www.jstor.org/stable/26974074

Este artículo describe los pasos para implementar la elección en la enseñanza. También incluye perspectivas de profesionales y consejos didácticos.

Menzies, H. M., Lane, K. L., Oakes, W. P., Ruth, K., Cantwell, E. D., & Smith-Menzies, L. (2018). Active supervision: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior, 27(3), 153–159. https://www.jstor.org/stable/26974073

Este artículo describe los pasos para implementar la supervisión activa. También incluye perspectivas de profesionales y consejos didácticos.

Lane, K.L., Menzies, H.M., Oakes, W.P., & Kalberg, J.R. (2019). Developing a schoolwide framework to prevent and manage learning and behavior problems (2nd ed.). Guilford Press.

Este libro guía a sus lectores en cómo diseñar, implementar y evaluar modelos de prevención integrales, integrados y de tres niveles. Un capítulo incluye estrategias de baja intensidad aplicadas por los docentes.

Chazin, K.T. & Ledford, J.R. (2016). Differential reinforcement. Evidence-based instructional practices for young children with autism and other disabilities. Tomado de http://ebip.vkcsites.org/differential-reinforcement

Este sitio incluye una visión general de los tipos de refuerzo diferencial comúnmente utilizados: el refuerzo diferencial de conductas alternativas (DRA), el refuerzo diferencial de conductas incompatibles (DRI) y el refuerzo diferencial de otras conductas (DRO). Los ejemplos aplicados ponen de relieve cómo poner en práctica cada tipo de refuerzo diferencial y se ofrecen consideraciones para su aplicación.

Center on PBIS. (2022). Supporting and responding to student’s social, emotional, and behavioral needs: evidence-based practices for educators (Version 2). Center on PBIS, University of Oregon. Tomado de https://assets-global.website-files.com/5d3725188825e071f1670246/626c27c785879e08c1a7c8ea_Supporting%20and%20Responding%20to%20Students’%20Social%2C%20Emotional%2C%20and%20Behavioral%20Needs.pdf

Este documento sirve de guía para el apoyo social, emocional y conductual basado en pruebas en el aula. Proporciona matrices detalladas de varias prácticas, incluidas las oportunidades para responder, los elogios ante un comportamiento específico y la supervisión activa, entre otras. También se incluye una autoevaluación y un plan de acción para poner en práctica las estrategias analizadas.

Crowell, G., Thoele, J., DeAngelo, S., & Reilly, A. (2021). Practice guide: Using student choice to decrease challenging behaviors for elementary students with comorbid academic and behavior difficulties. Washington, D.C.: US Department of Education, Office of Special Education Programs. Tomado de https://files.eric.ed.gov/fulltext/ED619646.pdf

Esta guía práctica describe diferentes tipos de intervenciones de posibilidad de elegir, así como la forma de ponerlas en práctica. Se enumeran recursos adicionales para aprender más sobre la posibilidad de elegir.