Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral…

The purpose of this meta-analysis was to summarize single-case intervention research studies in which students with disabilities received function-based intervention (FBI) within inclusive school settings to address challenging behavior. A total of 27 studies were identified and systematically reviewed to determine the overall effect of FBI on…

Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors…

The critical analysis of 23 studies using respondent techniques for the reduction of excessive emotional reactions in school children focuses on research design, dependent variables, independent variables, component analysis, and demonstrations of generalization and maintenance. Results indicate widespread methodological flaws that limit the…

Describes self-instruction training, a cognitive-behavioral approach to self-control in which children are taught to use covert speech to modify their own behavior. Discusses its effectiveness as an intervention technique for use by school psychologists. Presents research results addressing how and when to use this strategy. (BH)

Timeout from positive reinforcement is frequently used by special educators for dealing with undesired student behavior. Six types, or levels, of response contingent timeout found in the literature are as follows: planned ignoring, reduction of response maintenance stimuli, planned ignoring plus restraint, contingent observation, exclusion, and…

Examines general education teachers' implementation of behavior management interventions following consultation. Interventions were implemented for 8 elementary school students referred for consultation and intervention due to disruptive behavior in the classroom. Initial implementation varied across teachers, but became unstable or exhibited a…

Treatment approaches (a behavioral program including both contingency management instruction for parents and self-control training for children, or either drug therapy or contingency management, alone) were compared for effectiveness in dealing with eight hyperactive children (7-10 years old). A self-control curriculum composed of self-direction,…

In this field-based study, functional behavior assessment was incorporated into the student assistance team (SAT) process. The purpose of this exploratory study was to examine whether team members could identify the correct function of behavior by selecting related interventions. Further, the extent to which FBA information collected at each stage…

An alternating treatments design was used to evaluate the effects of the interspersal procedure on an elementary student who was referred to a school psychologist for high rates of off-task behavior during independent seatwork. Results showed that the procedure increased the student's on-task levels during classroom mathematics assignments.…

The present paper reviews the literature regarding time-out interventions employed in home, school, and clinical settings. Characteristics examined include types of time-out, populations and settings, legal implications, and research implications. Policy recommendations for teachers, parents, and clinicians regarding time-out interventions are…

A study analyzed the discipline-related content of 13 elementary education journals published over a 10-year period (77 articles) and found that only 1% of articles were about classroom discipline and that the content often failed to define specifically and substantively the teacher's role in identifying and mediating behavior problems. (Contains…

A multicomponent intervention that included a precision request program, mystery motivators, token economy with response cost, and antecedent strategies was employed to reduce disruptive classroom behavior in 3 school-aged students with social and emotional disorders. The results suggested that the intervention was successful in reducing levels of…

Based upon evidence that peer rejection is a marker variable asociated with maladaptive social-emotional development and the risk of later maladjustment, psychologists have focused both on understanding the factors contributing to peer rejection and on preventive interventions designed to remediate social adjustment problems evident in grade…

This article outlines a proactive framework for preventing and remediating challenging behaviors in preschool- and elementary-aged children through the implementation of functional behavioral assessments and the disciplinary provisions outlined in the Individuals with Disabilities Education Act of 1997. The model requires assessing environments,…