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Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry.
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Miller, Madeline; And Others – Behavioral Disorders, 1989
Two studies, involving 2 students (aged 11 to 12) with severe behavioral disorders, demonstrated that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performance, and academic skill improvement led to a reduction in inappropriate classroom behaviors. (Author/JDD)
Descriptors: Academic Achievement, Behavior Disorders, Behavior Modification, Independent Study