Descriptor
Source
| Behavioral Disorders | 10 |
Author
| Grosenick, Judith K. | 2 |
| Bauer, Anne M. | 1 |
| Center, David B. | 1 |
| Etscheidt, Susan | 1 |
| Fuchs, Douglas | 1 |
| Gable, Robert A. | 1 |
| Gordon, Barbara D. | 1 |
| McEvoy, Mary A. | 1 |
| Miller, Sidney R. | 1 |
| Sachs, John J. | 1 |
| Salend, Spencer J. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 10 |
| Opinion Papers | 3 |
| Reports - Research | 3 |
| Guides - Non-Classroom | 2 |
| Reports - Evaluative | 2 |
| Reports - Descriptive | 1 |
Education Level
Audience
| Practitioners | 10 |
| Administrators | 3 |
| Researchers | 3 |
| Policymakers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedGrosenick, Judith K.; And Others – Behavioral Disorders, 1990
A conceptual scheme developed by the National Needs Analysis Project in Behavior Disorders is presented for guiding program description and evaluation in the behavioral disorders field. The scheme identifies essential program components such as philosophy, community involvement, and exit procedures. Underlying assumptions, the development process,…
Descriptors: Behavior Disorders, Elementary Secondary Education, Models, Needs Assessment
Peer reviewedFuchs, Douglas; And Others – Behavioral Disorders, 1991
The paper reports on application of a case-by-case reintegration approach to helping 10 behaviorally disordered elementary students transition into less restrictive environments. The strategy combined transenvironmental programing, student-directed interventions, and collaborative consultation. Effectiveness was suggested by the number of students…
Descriptors: Behavior Disorders, Elementary Education, Intervention, Mainstreaming
Peer reviewedGrosenick, Judith K.; And Others – Behavioral Disorders, 1991
Results of a survey of 145 special education administrators in 27 states are presented under 4 headings: student identification practices; service delivery; student exit procedures; and program evaluation practices. Findings indicate student identification procedures are fairly well developed, whereas student exit and evaluation practices are less…
Descriptors: Administrator Attitudes, Behavior Disorders, Delivery Systems, Educational Practices
Peer reviewedGable, Robert A.; Strain, Phillip S. – Behavioral Disorders, 1979
The authors review the role of residential treatment for severely behaviorally disordered children and suggest a unified treatment/training approach for residential staff. (CL)
Descriptors: Emotional Disturbances, Guidelines, Inservice Education, Institutionalized Persons
Peer reviewedEtscheidt, Susan – Behavioral Disorders, 1991
The study examining the effectiveness of a cognitive-behavioral training program with 30 behaviorally disordered adolescents found participating students exhibited fewer aggressive behaviors and demonstrated greater self-control than nonparticipating students. The addition of an incentive for implementing the training strategies did not appear to…
Descriptors: Aggression, Behavior Disorders, Behavior Modification, Cognitive Restructuring
Peer reviewedCenter, David B. – Behavioral Disorders, 1990
The article addresses the exclusion of social maladjustment from the federal definition of serious emotional disturbance and proposes a limited interpretation which would prevent the inappropriate exclusion of students with antisocial behavior from special education services. Briefly discussed are related issues of identification and programing.…
Descriptors: Antisocial Behavior, Behavior Problems, Definitions, Elementary Secondary Education
Peer reviewedBauer, Anne M.; And Others – Behavioral Disorders, 1986
The article compares three levels systems (with levels representing stages toward self-management) for elementary, junior and senior high, and residential programs serving behaviorally disordered students. Levels systems offer structure within which various individualized treatments are implemented. A step-by-step procedure for developing a levels…
Descriptors: Behavior Change, Behavior Disorders, Classroom Techniques, Elementary Secondary Education
Peer reviewedSachs, John J.; Miller, Sidney R. – Behavioral Disorders, 1992
The impact of a modified wilderness program on the cooperative and aggressive behaviors of seriously emotionally disturbed adolescents was evaluated in the context of self-efficacy theory. Results indicated that participating adolescents showed a significant increase in cooperative behaviors and that direct observation procedures were more…
Descriptors: Adolescents, Adventure Education, Aggression, Behavior Change
Peer reviewedMcEvoy, Mary A.; And Others – Behavioral Disorders, 1993
This paper addresses effective longitudinal technical assistance for professionals serving young children with challenging behaviors. Critical components of such assistance include identifying and training districtwide technical assistance teams, developing operating procedures, generating districtwide support, and evaluating team effectiveness.…
Descriptors: Behavior Disorders, Early Childhood Education, Early Intervention, Inservice Teacher Education
Peer reviewedSalend, Spencer J.; Gordon, Barbara D. – Behavioral Disorders, 1987
An interdependent group-oriented timeout ribbon procedure was effective in decreasing the inappropriate verbalizations of two groups of resource room students (grades 1-3). A timeout ribbon was removed for one minute following inappropriate verbalizations, during which time the group lost the opportunity to earn tokens for activity or tangible…
Descriptors: Behavior Modification, Classroom Techniques, Contingency Management, Emotional Disturbances
