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Kailee Matthews; Lane Marquardt; Hannah Keene; Sally B. Shepley; Collin Shepley – Education and Treatment of Children, 2024
For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational…
Descriptors: Elementary School Students, Resource Room Programs, Comparative Testing, Student Evaluation
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Billingsley, Glenna M.; McKenzie, Jennifer M.; Scheuermann, Brenda K. – Exceptionality, 2020
Comprehensive classroom management that promotes positive student behavior is necessary in secondary school. Techniques must be easy for teachers to manage across multiple class periods and be developmentally appropriate for older students. While previous literature has examined elements of classroom management in isolation, this study introduced…
Descriptors: Classroom Techniques, Student Behavior, High School Students, Special Education
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Nash, Rebecca; Riley, Catharine; Paramsothy, Pangaja; Gilbertson, Kendra; Raspa, Melissa; Wheeler, Anne; Dziuban, Eric J.; Peacock, Georgina – American Journal on Intellectual and Developmental Disabilities, 2019
Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. We describe the educational setting of students with FXS and assess the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample (n = 982). The majority of students…
Descriptors: Genetic Disorders, Intellectual Disability, Behavior Problems, Individualized Education Programs
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Renée E. Lastrapes; Jennifer N. Fritz; Robert C. Hasson – Journal of the American Academy of Special Education Professionals, 2019
The purpose of this study was to examine whether the use of a simplified version of the Good Behavior Game called the Teacher vs. Student Game, implemented as an interdependent group contingency, increased teachers' use of behavior-specific praise (BSP) statements. Two middle school resource teachers and their respective classes participated in…
Descriptors: Games, Positive Reinforcement, Group Dynamics, Contingency Management
Story, Casey Reed – ProQuest LLC, 2018
This qualitative study explored the thoughts and perceptions of 16 teachers and their experiences working with special education students. The programming options most often offered by school districts are general education inclusion or a separate resource setting, yet there is a limited amount of research showing actual academic progress to guide…
Descriptors: Teacher Attitudes, Teaching Experience, Special Education, Disabilities
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Tzivinikou, S.; Papoutsaki, K. – Early Child Development and Care, 2016
Teaching objectives in special education are different from those in the ordinary classroom. Educational programmes for special needs students are focused on individual learning, achievement and progress. Thus, the instruction in special education classrooms and resource rooms in inclusive schools has to be specific, directed and individualised.…
Descriptors: Special Education, Teaching Methods, Best Practices, Student Needs
King, Lisa – ProQuest LLC, 2013
Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of…
Descriptors: Advance Organizers, Special Education, Learner Engagement, Student Behavior
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Abu-Hamour, Bashir – International Education Studies, 2014
This paper reports the findings of a study which aimed to explore the learning and behavioral characteristics of students with Learning Disabilities (LDs) in Jordan. Specifically, variables that related to challenging behaviors, school's type, and gender differences were investigated. Four resource room teachers in public and private schools were…
Descriptors: Foreign Countries, Learning Disabilities, Behavior Problems, Student Characteristics
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Evans, Chan; Weiss, Stacy L.; Cullinan, Douglas – Preventing School Failure, 2012
The present study examined problem characteristics of students with emotional disturbance in 3 educational environments, the behavior management and intervention strategies their teachers used, and what relation exists between problem characteristics and intervention strategies. Teachers completed a behavior problems rating scale and they…
Descriptors: Behavior Problems, Intervention, Emotional Disturbances, Rating Scales
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van der Meulen, Rachel T.; van der Bruggen, Corine O.; Spilt, Jantine L.; Verouden, Jaap; Berkhout, Maria; Bögels, Susan M. – Child & Youth Care Forum, 2014
Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary…
Descriptors: Foreign Countries, Academically Gifted, Resource Room Programs, Elementary School Students
Lang, Russell; Davis, Tonya; O'Reilly, Mark; Machalicek, Wendy; Rispoli, Mandy; Sigafoos, Jeff; Lancioni, Giulio; Regester, April – Journal of Applied Behavior Analysis, 2010
The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based…
Descriptors: Behavior Problems, Asperger Syndrome, Functional Behavioral Assessment, Behavior Modification
Evertson, Carolyn M., Ed.; Weinstein, Carol S., Ed. – Lawrence Erlbaum Associates (Bks), 2006
Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue…
Descriptors: Classroom Techniques, Educational Research, Classroom Communication, Critical Theory