This research investigated a special reading class placement for children with dyslexia in the Republic of Ireland. The study compared the literacy attainments of children before and after their reading class placement, and determined in particular children's views regarding the placement. Participants included 16 children with dyslexia who had…

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)

A self-management procedure used with 10 students (8-12 years old) in special schools was found to alter behavior directly without the need for a prior period of externally managed contingencies and was equal or superior to the externally administered tokens in its effects on time-on-task and out-of-seat behavior. (Author/CL)

Use of Assertive Discipline procedures (emphasizing consistent application of praise and reward) were applied with two five-year olds with developmental delays and behavior problems over a one-year period. The procedures were effective in both segregated and regular classroom settings. Differential effects across types of disruptive behavior were…

Eight public school adolescent students with mild mental retardation and severely disruptive classroom behaviors participated in a cooperative behavior management intervention in which student teams were rewarded for appropriate classroom behavior. Rewarding both teams and individuals was most successful in decreasing inappropriate behavior in all…

Forty-two students attending a centralized program for the trainable mentally retarded were placed in satellite units in elementary schools. After 2 years teachers reported on the extent of integration, changes in behavior, play with nonretarded students, and their feelings about the change. Parents were interviewed about their feelings before and…

This report discusses the outcomes of a study that investigated whether a self-contained (SC) or pull-out (PO) intervention model was the most effective and most supportive of children's behavioral gains over the course of the entire 1996/1997 year. Data were collected by reviewing the clinical records of children (ages 6-14) who participated in…

This study used two reading programs with three students in a self-contained class for children with emotional and/or behavior disorders. Results indicated that when instruction sets students up to succeed on a daily basis and monitor their own progress, positive academic and social outcomes are likely. Single subject research results and…

A study examined effects of class-wide curricular modification on the engagement and behaviors of six students (ages 13-14) with emotional disturbances, in a self-contained science class. Modifications included providing opportunities for choice making and ensuring activities were of high interest, which resulted in increased engagement and…

The case study is designed to be used with the inservice training program developed by the Child-Centered Inservice Training and Technical Assistance Network (Syracuse, New York), which provides services to professional and paraprofessional personnel working with students with severe disabilities receiving their education in regular education…