For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational…

Comprehensive classroom management that promotes positive student behavior is necessary in secondary school. Techniques must be easy for teachers to manage across multiple class periods and be developmentally appropriate for older students. While previous literature has examined elements of classroom management in isolation, this study introduced…

Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. We describe the educational setting of students with FXS and assess the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample (n = 982). The majority of students…

The purpose of this study was to examine whether the use of a simplified version of the Good Behavior Game called the Teacher vs. Student Game, implemented as an interdependent group contingency, increased teachers' use of behavior-specific praise (BSP) statements. Two middle school resource teachers and their respective classes participated in…

Teaching objectives in special education are different from those in the ordinary classroom. Educational programmes for special needs students are focused on individual learning, achievement and progress. Thus, the instruction in special education classrooms and resource rooms in inclusive schools has to be specific, directed and individualised.…

This paper reports the findings of a study which aimed to explore the learning and behavioral characteristics of students with Learning Disabilities (LDs) in Jordan. Specifically, variables that related to challenging behaviors, school's type, and gender differences were investigated. Four resource room teachers in public and private schools were…

Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary…

The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based…

The findings indicated that the two-component (direct and indirect service) resource room model successfully served a greater number of pupils than did the direct-services-only model. However, the two-component model achieved fewer successful program completions in the direct services component than did the single component model. (Author/DLS)

Six behaviorally handicapped elementary students participated in short-term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self-evaluation. Results indicated that students maintained appropriate classroom behavior in their regular classrooms, once self-evaluation procedures were…

The effectiveness of behavioral consultation with secondary-age students is evaluated. A differential reinforcement of low rates procedure is applied within the context of an independent group contingency to decrease negative verbal interactions of adolescents in a resource room setting. (PN)

Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…

This study examined whether self-evaluation and self-reflection coupled with self-monitoring of on-task behavior would increase the occurrence of on-task behavior in 12 fourth and fifth grade students with mild disabilities (learning disabilities, emotional disorders, and mild mental handicaps). Two teachers in different schools implemented a…

"Transenvironmental programming" is presented as a databased approach for promoting regular class success for handicapped students by carefully programing resource room instruction. An experimental study, with a 12-year-old student with behavior problems and academic deficiencies, is described which supports the efficacy of the approach.…

Sixty-eight teachers were randomly assigned to one of four experimental conditions involving written information descriptions (positive and negative) and videotaped behavior (withdrawn and acting out). Findings suggest that a behaviorally disordered child should be seen as a student with specific problems within the normal range of behavior.…