The article reviews definitions, examples and techniques for implementing prompting and fading techniques with handicapped individuals. A review is also made of the research evidence describing the effectiveness of various methods of prompting: verbal, gesture, modeling, physical, combination, test-teach, and both within and extrastimulus…

The article describes the procedures and variables involved in planning, implementing, and evaluating timeout with exceptional students. Among steps considered are defining the target behavior operationally, analyzing situations, and determining type of timeout and supervision. (CL)

Shaping behavior by reinforcing a series of successive approximations is discussed, and procedures for promoting internal shaping in children are described. Instructions are given for the "shaping game," by which parents and children can learn the techniques. (CL)

This publication, the third in a series of modules designed for paraprofessionals working with handicapped children, presents objectives and related activities for three competencies in behavior management. The first competency, on the definition and underlying concepts of behavior management, focuses on the application of behavior management…

Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

Described is a milieu teaching approach to language development of young handicapped children. The method involves prompting and contingent delivery of reinforcers during normal language interactions in such classroom settings as free play, lunch, or instructional periods. (MC)

The manual is designed to be used in the Learncycle training program, a project to improve the mainstreaming process and education of the "high risk" student through a five step problem solving method known as the Learncycle Behavior Analysis Mainstreaming model. The manual is organized around the following steps: (1) pinpoint and define…

The inservice participant's booklet presents information for regular class teachers on ways to manage atypical behaviors in the mainstreamed elementary class. Sections address the following topics (sample subtopics in parentheses): identification (atypical behavioral patterns and learning styles); causes of atypical behavior; academic intervention…

The manual describes approaches the teacher or therapist can use to motivate handicapped students. Chapter 1 considers motivation in terms of the consequences of an action, contingency awareness, and types of motivating conditions. A second chapter offers guidelines for identifying potential reinforcers and discusses examples of motivating…

With the introduction of the revised Special Educational Needs (SEN) Code of Practice in 2001/2002, the full range of early years care and education was required to plan and implement inclusion. This meant that many settings were included for the first time in far-reaching changes, designed to make sure that early years children who have special…

The paper addresses the nature of the physical environment of classrooms for young handicapped children. Research is cited on the factors important in successful interventions in five areas (sample subtopics in parentheses): social interaction (materials that promote interaction, staff-child ratios); language learning (importance of engaging…

The brief paper summarizes the 1983 report, "Social Integration of Moderately Handicapped Students through Cooperative Goal Structuring: Influence of Teacher Instruction on Cooperation" by JoAnne Putnam. Techniques for constructing group learning activities using cooperative goal structuring are broken down into the following steps: (1)…

This article presents strategies teachers can use to develop a pool of potential sensory reinforcers for behavior problems in students with learning disabilities, behavior disorders, mild or moderate mental retardation, or language delays. It also provides a step-by-step method for conducting ongoing reinforcer assessment, and suggests how the…

Examines the use of behavioral strategies in inclusive early childhood education settings, focusing on positive reinforcement. Notes that developmentally appropriate practice does not preclude the use of reinforcement as incentives. Describes different types of reinforcers and answers frequently asked questions about reinforcement strategies.…

The manual is intended to help new teachers in North Carolina provide education and related services to handicapped and gifted students. The first section discusses general resources for beginning teachers. Topics covered include getting the room ready, preparing to manage behavior, enjoying the first day of school, managing classroom problems,…