This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based…

The purpose of this article is to clarify critical variables in the individualizing process. These include selecting appropriate practices, dealing with the abstract, changing student behavior, and humanizing instruction. (SK)

Describes a model for effective classroom management consisting of two major parts: teacher behaviors related to rule establishment and teacher behaviors related to rule enforcement. Eight categories of teacher behavior related to rule enforcement are briefly discussed. (BR)

Presents a "Decision Tree" process for structuring team decision making and problem solving about specific student behavioral goals. The Decision Tree involves a sequence of questions/decisions that can be answered in "yes/no" terms. Questions address reasonableness of the goal, time factors, importance of the goal, responsibilities, safety,…

An instructional interaction model for use with severely handicapped students is presented. The three stages in the development of instructional management are described, and it is explained that the model is designed to increase interaction between the teacher and students to facilitate the student's acquisition of a specified behavior. (PHR)

A project is reported in which students consurrently enrolled in a course in psychological foundations and in student teaching received a concentrated consumer's course in systematic behavior management with emphasis on application. Performance objectives are described. (LBH)

A behaviorally-oriented activities therapy program was designed and implemented with adolescents who manifested problems at school, at home, and with peers. Techniques employed included: contingency contracting, assertiveness training, relaxation training, and cognitive restructuring. (Author/KC)

The Special Education Learning Center in Hartford, Connecticut, successfully teaches students with serious behavioral disorders. The program features a behavioral curriculum, built around rewards, punishments, a fully supervised setting, collegial support, and physical intervention. (TE)

Observation of classroom coping behaviors of 1,066 K-12 students and of several hundred effective public school teachers provides discipline strategies for classroom management. Teachers apply one of seven treatment schedules after identifying a student's coping behavior. Tables show eight coping styles and abbreviated treatment schedules. (PB)

This manual is a guide to interventions with commonly encountered behavior problems in the educational environment. Its intent is to provide educators with goals, objectives, and intervention strategies for the behavior problems identified by "The Emotional or Behavior Disorder Scale--Revised." Goals and objectives are suggested for use in…

This source book focuses on helping people with autism manage their behavior by analyzing the learning environment and the purpose of the behavior and then teaching new skills and behaviors. Introductory material covers the approach's philosophy and the importance of a longitudinal program plan. A section on creating a physical environment for…

Teachers with at-risk students in their classrooms find themselves in the position of having to teach social skills as well as academic skills. The teacher of social skills provides the classroom and materials that facilitate the development of responsible social behavior. The Structured Learning Approach is a means to assist teachers with…

Originally presented at a 1986 conference on student discipline strategies, this collection of papers represents highlights of the conference proceedings. Each paper has since been revised and updated. An introduction by Oliver C. Moles discusses the nature, extent, and academic effects of student misbehavior. In "Classroom Management Techniques,"…

Details several instructional strategies for dealing with behavior problems in art education classrooms. These include establishing rules and procedures, structuring routine activities and procedures, monitoring student behavior, using a preplanned approach for dealing with misbehavior, and reflective teaching. (MJP)

This learning module, which is intended for use in inservice training for vocational rehabilitation counselors, deals with procedures for teaching clients behaviors that they are not presently exhibiting. The following training strategies are covered: prompting (verbal prompts, modeling, and physical guidance); fading; discrimination training;…