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Effects of Sound-Field Amplification to Increase Compliance of Students with Emotional and Behavior Disorders
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Maag, John W.; Anderson, Jean M. – Behavioral Disorders, 2006
This study investigated the efficacy of sound-field amplification (SFA) for improving the speed with which students with emotional and behavioral disorders (EBD) follow teacher directions. We used a multiple baseline design across six students in general education classrooms. Latency data were collected under nonamplified and amplified conditions…
Descriptors: Behavior Disorders, Classroom Techniques, Student Behavior, Classroom Environment
Antecedent Pausing as a Direct Instruction Tactic for Adolescents with Severe Behavioral Disorders.
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Hawkins, Jacqueline – Behavioral Disorders, 1988
This study sought to determine the effects of an instructional pause procedure on the verb identification performance of eight 8th- and 9th-grade students with severe behavior disorders. Seven of the students showed improvements of 14 percent to 29 percent, and significant generalization to student-generated written work was also demonstrated.…
Descriptors: Adolescents, Behavior Disorders, Generalization, Grammar
Replication of the First Step to Success Model: A Multiple-Case Study of Implementation Effectiveness.
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Overton, Sheri; McKenzie, Leslie; King, Karena; Osborne, Jason – Behavioral Disorders, 2002
The First Step to Success program was implemented with 22 kindergartners who showed early signs of developing antisocial behaviors. All 16 who completed the program showed significantly increased levels of academic engaged time, with follow-up levels generally maintained at acceptable levels. Overall behavioral improvement was significant but…
Descriptors: Academic Achievement, Antisocial Behavior, Behavior Disorders, Behavior Modification
Use of Time by Teachers of Behaviorally Disordered Students: A Replication.
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Zabel, Robert H.; And Others – Behavioral Disorders, 1988
Teachers (n=233) of behaviorally disordered students in Iowa, Kansas, and Nebraska were surveyed concerning time spent on: evaluation, teaching, preparation/planning, consultation, and indirect support to students. No significant differences were found between resource and self-contained classroom teachers, nor in the use of time between 1980 and…
Descriptors: Behavior Disorders, Educational Planning, Elementary Secondary Education, Instruction
Active Teacher Participation in Functional Behavior Assessment for Students with Emotional and Behavioral Disorders Risks in General Education Classrooms
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Kamps, Debra; Wendland, Maura; Culpepper, Michelle – Behavioral Disorders, 2006
This study presents functional assessment data from two second-grade students with behavior and academic problems. Functional assessment procedures included interview, observation, functional analysis, and intervention. Functional analysis conditions, conducted by the classroom teacher, with coaching from the researcher, indicated multiple…
Descriptors: Intervention, Functional Behavioral Assessment, Student Behavior, Behavior Problems
Reducing the Disruptive Behavior of Junior High School Students: A Classroom Self-Management Procedure.
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Smith, Deborah, J.; And Others – Behavioral Disorders, 1988
Four junior high aged students (three behaviorally disordered and one learning disabled) received self-management training, without the external control of a token program. The self-evaluation procedures reduced students' off-task and disruptive behaviors in the resource room, but there was little or no spontaneous generalization to the students'…
Descriptors: Behavior Disorders, Behavior Modification, Behavior Problems, Classroom Techniques