A structured reinforcement system, in which learning disabled students earn tokens for on-task activities, is an effective way of managing classroom behavior. An 11-step process of initiating such a program is described. (CL)

Techniques to promote engagement in preschool children with special needs include rotating toys to maximize novelty, specifying engagement goals, and using individualized materials. Promoting engagement requires consideration of methods for determining engagement goals and ways to manage the logistics of the individualized program. (DB)

The article reviews research on children's use of time with emphasis on maintaining "engagement" (developmentally and contextually appropriate behavior). Techniques for preschool teachers to use to promote high levels of engagement by children with or without disabilities are identified. (DB)

This article examines the concept of negative reinforcement in relation to the maintenance of off-task and disruptive behaviors in classrooms. Suggestions are given for determining whether negative reinforcement (in the form of escape from the instructional task) or teacher attention is maintaining the behavior. Suggestions for making tasks less…

Students' class participation can be increased by having each child display a response to each of the teacher's questions. Suggestions are given for evaluating and using pre-printed response cards and write-on response cards. Evidence for the effectiveness of response cards in increasing learning and on-task behavior is offered. (DB)

A review of research relating to academic engaged time from the perspective of the special services provider indicated that academic engaged time is related to student achievement, and recommended that teachers provide greater supervision and monitoring, limit disruptions, provide feedback, use the direct instruction model, and encourage student…

This guide is designed to present a variety of techniques that can be used in conducting classroom observations. Observation techniques are clustered under four major teaching/learning variables: time on task, teacher talk, classroom interaction, and organization and management. Techniques are presented with an overview that details the rationale…

Suggestions for teachers who wish to increase academic learning time for learning-disabled students include: reducing transition time; shortening recess or free time; creating more teacher-led instructional groups; teaching more and testing less; increasing teacher questioning; increasing teacher enthusiasm; improving seatwork tasks; giving…

The following tips are provided for teachers of students with autism: highlight important concepts; establish alternate modes for completing assignments; use graphic and visual and mnemonic devices for maximizing retention; and prepare the student for instructional and classroom transitions. Tips for increasing time on task and attention are also…

After reviewing effective teaching research during the past 20 years, one basic question arises: do teachers make any difference? Specifically, do teachers' classroom practices have any effect on student outcomes beyond the effects of ability and home background? What knowledge of minimal teaching competencies has been gained, and how firm is the…

This publication highlights resources that can increase educators' awareness of, and skill in, monitoring students' progress. The listed resources include: (1) computer search printouts of abstracts from ERIC educational journals and documents; (2) copies and summaries of excerpts from recent literature on monitoring students; (3) listings of…

Preschool teachers of children with attentional disorders and delays need to increase pupil engaged time for effective language learning, through such techniques as following the child's lead, providing novelty, using interactive teaching techniques (e.g., incidental teaching, mand-model technique, systematic commenting), and using activity-based…

Outlined are behavior management strategies for emotionally disturbed students who are partially mainstreamed. Appropriate behavior outside the classroom earns the child stamps. Inappropriate behavior inside the classroom results in warnings, penalty points, and time-out. On-task behavior is also rewarded with stamps, which may be accumulated for…

This guide describes eight skills every teacher should learn that were derived from a study of 252 schools in 50 states, American territories and protectorates, and 14 foreign countries over a 16-year period (1980-1996). Interviews were conducted with 769 teachers, 253 administrators, and 23 other school personnel. The skills include: (1) the…

The purpose of this booklet is to relate significant research pertaining to student achievement. Each section defines one of eight research-based variables associated with greater academic achievement and includes some practical applications within school settings. According to the first two sections, high principal and teacher expectations are…