2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
6/22/2017 | 2:00 PM - 2:45 PM | Positive Motivational Strategies for Improving Classroom Behavior | Ballroom C - 1
Positive Motivational Strategies for Improving Classroom Behavior
Classroom management, including capturing and maintaining motivation for students to perform at their highest potential academically and behaviorally, has been of interest to teachers and researchers alike for decades (Brophy, 2006). This presentation will review various empirically based, positive strategies for improving classroom behavior for large groups, small groups, and individuals within large groups. We will also present assessing student needs and preferences, deciding on which management systems to use, practical ways to implement the systems with fidelity, collecting data on student performance, and evaluating and adjusting the management systems based on performance and feedback.
- Identify positive motivational systems for large and small groups of students
- Identify positive motivational systems for individual students
- Identify approaches to implement positive motivational systems with fidelity
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Presenters/Authors
Thomas Higbee
(), Utah State University, tom.higbee@usu.edu;
Dr. Thomas S. Higbee is a Professor of Special Education at Utah State University where he has worked since 2002. He is Director of the Autism Support Services: Education, Research, and Training (ASSERT) program, an early intensive behavioral intervention program for children with autism which he founded in 2003. He is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and a Licensed Behavior Analyst in the state of Utah. He is a former associate editor for the Journal of Applied Behavior Analysis (JABA) and currently serves as an associate editor of the European Journal of Behavior Analysis and the International Journal of Behavior Analysis and Autism Spectrum Disorders. Throughout his career, he has worked with children with autism and related disabilities in home-, center-, and school-based programs. Through workshops and consultation, he has trained teachers and related service providers in school districts and universities throughout the U.S., Europe, and South America.
ASHA DISCLOSURE:
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Azure Pellegrino
(), Utah State University, azure.pellegrino@aggiemail.usu.edu;
Azure Pellegrino earned her B.A. and M.A. in Psychology with an emphasis in Applied Behavior Analysis from California State University, Fresno. She is a Board Certified Behavior Analyst and Licensed Behavior Analyst in Utah specializing in early intervention for children with Autism Spectrum Disorder. Azure is in her second year as a doctoral student in the Disability Disciplines program at Utah State University, working under Dr. Thomas Higbee. She provides clinical services at the Autism Support Services: Education, Research and Training (ASSERT) preschool in the Center for Persons with Disabilities, as well as in preschool through sixth grade ASSERT classrooms in Granite School District. Her research interests include the use of technology in teaching, as well as teaching play and social skills to children with Autism Spectrum Disorder.
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Brian Hess
(), Autism Support Services: Research, Education, and Training (ASSERT) at Utah State University, hessbrianh@gmail.com;
Brian Hess graduated from Utah State University (USU) in 2014 with a Bachelor’s Degree in Psychology. He is currently pursuing a Master’s Degree in Special Education and Rehabilitation and is accruing supervision to become a Board Certified Behavior Analyst (BCBA). Brian is a case manager at Autism Support Services: Education, Research, and Training (ASSERT) preschool. His
primary interest is becoming a skilled BCBA clinician for the purpose of helping individuals diagnosed with Autism Spectrum Disorder (ASD) and developmental disabilities, to make a positive meaningful difference in their lives. His research interests include improving the treatment integrity of behavioralinterventions and developing technology to meeting needs of training staff in the field of Applied
Behavior Analysis (ABA).
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