J
Joseph H. Wehby
Researcher at Vanderbilt University
Publications - 127
Citations - 7250
Joseph H. Wehby is an academic researcher from Vanderbilt University. The author has contributed to research in topics: Emotional and behavioral disorders & Classroom management. The author has an hindex of 45, co-authored 122 publications receiving 6643 citations. Previous affiliations of Joseph H. Wehby include University of Kansas & Peabody College.
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Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD:
TL;DR: In this paper, the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disordered behavior was examined.
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Exploring the Relationship Between Increased Opportunities to Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD: A Review
TL;DR: This article reviewed the literature and examined the effect of increased opportunities to respond to academic requests (OTR) on academic and behavioral outcomes of students with emotional and behavioral disorders (EBD).
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A multiple option observation system for experimental studies: MOOSES
TL;DR: The purpose of this article is to outline the development of the Multiple Option Observation System for Experimental Studies (MOOSES), a flexible data collection package for applied behavioral research.
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Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior
TL;DR: In this paper, the authors present guidelines for increasing teachers' effective use of praise and OTR as a preventative measure for reducing problem behavior and increasing appropriate behavior in urban classroom settings.
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Classroom Interactions of Children with Behavior Disorders
Richard E. Shores,Susan L. Jack,Philip L. Gunter,David N. Ellis,Terry J. DeBriere,Joseph H. Wehby +5 more
TL;DR: In this paper, the authors identify significant social stimuli that were associated with prosocial and inappropriate behavior of children classified as severe behavior disordered (SBD), two children from each of 19 classrooms (10 from integrated and 9 from segregated special classrooms) were observed.