Evidence-based Kernels: Fundamental Units of Behavioral Influence

This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior

The effects of a classroom manager role on the social interaction patterns and social status of withdrawn kindergarten students.

We examined the effects of assigning a classroom manager's role on the frequency of social interactions and the sociometric standing of three withdrawn kindergarten students. Results showed that when the three socially withdrawn students were placed in the manager's role they substantially increased the frequency of their positive social initiations during free-play time, were the recipients of many more positive and significantly fewer negative social bids from their peers, were rated more favorably by their classmates on a sociometric rating scale, and were selected more frequently as best friends by their peers. In addition, follow-up data suggested partial maintenance of treatment effects when students no longer occupied manager positions

Numbered heads together as a tier 1 instructional strategy in multitiered systems of support

Federal mandates (Individuals With Disabilities Education Improvement Act, 2004; No Child Left Behind Act, 2001) require teachers to accommodate students with more diverse academic and behavioral needs in inclusive general educational settings. To assist general educators in meeting this instructional challenge, multi-tiered systems of support (MTSS) such as response to intervention (RtI) and positive behavior interventions and supports (PBIS) were established in schools nationwide. There is still a need, however, for classroom- based interventions with empirical support that are feasible to implement in whole-class settings and acceptable to teachers and students. Here, Numbered Heads Together (NHT), an alternative questioning strategy, is offered as a potentially effective Tier 1 intervention that can be used to improve student performance in general education classrooms. Extant research findings are described, procedures for using NHT in classroom settings are discussed, and future directions for research and practice are offered