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Drege, Patricia; Beare, Paul L. – B. C. Journal of Special Education, 1991
Implementation of a token economy system with a time-out backup consequence in a highly structured self-contained elementary classroom for children with emotional and behavior disorders demonstrated a strong functional relationship between the intervention system and improvement in the students' behavior. (Author/DB)
Descriptors: Behavior Change, Behavior Disorders, Elementary Education, Emotional Disturbances
Peer reviewedKauffman, James M.; Bantz, Jeanmarie; McCullough, Jenn – Exceptionality, 2002
The rationale for inclusion is summarized and then the conceptual orientation underlying a special class for students with emotional or behavioral disorders (EBD) is articulated. A program designed for a self-contained special education classroom for students (grades 5-6) with EBD is described and the positive outcomes of the program are…
Descriptors: Academic Achievement, Behavior Disorders, Elementary Education, Emotional Disturbances
Peer reviewedHarvey, Virginia Smith – Behavioral Disorders, 1996
This study compared perceptions of staff in self-contained programs and mainstreamed programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training. Well-established self-contained programs were perceived as superior to relatively new mainstream programs in…
Descriptors: Behavior Disorders, Elementary Secondary Education, Emotional Disturbances, Inclusive Schools
Direct linkde Plevitz, Loretta – Australian Journal of Indigenous Education, 2006
Recent reports on Indigenous education have revealed that high proportions of students have been placed in special classes for intellectual disability or behaviour disorders. This is not an isolated phenomenon. Indigenous students in Canada and Romani children in Europe are also disproportionately represented in special schooling. This paper asks…
Descriptors: Indigenous Populations, Racial Segregation, Mental Retardation, Special Classes
Peer reviewedZabel, 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
Download full textHarris, Walter J.; Kierstead, John T. – 1985
The report examines the status and needs of behaviorally handicapped students in Maine. It describes the referral and identification process, program characteristics, current problems and issues. The first section presents statistics related to prevalence, types of programs received, costs of special education, and the certification and supply of…
Descriptors: Behavior Disorders, Educational Needs, Educational Practices, Elementary Secondary Education
Fulkerson, Jayne A.; Harrison, Patricia A.; Beebe, Timothy J. – 1997
This report uses text, graphs, and tables to present findings of a 1996 survey of 575 adolescents voluntarily participating in residential behavioral treatment facilities in Minnesota. Compared with public school students, these adolescents were: 62 percent male, more likely to be of color, especially American Indian, and twice as likely as other…
Descriptors: Adolescents, Antisocial Behavior, Behavior Change, Behavior Disorders
