Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for…

Three behaviorally disordered mainstreamed 10- to 12-year-old students were systematically trained to prompt teachers for help, praise teachers after receiving help, and prompt teachers for approval on their academic and social performance. All three subjects were able to modify the amount of teacher help they received in the regular classroom.…

A study examined the effectiveness of a 10-week social skills instruction program for seven students (ages 8-9) at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Results indicated lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground.…

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…

Ratings of treatment acceptability were obtained from 20 parents who sought professional assistance in managing their children's behavior. Initially, degree of disruptiveness of a proposed treatment and parental willingness to attempt it were significantly related to acceptability. Once treatment had been attempted, however, its perceived…

A study involving three elementary students with emotional/behavioral disorders in a self-contained special education classroom compared the effects of choice and no choice conditions on academic and social behaviors. Opportunities to make choices during academic situations positively affected the academic and social behaviors of two of the three…

An alternative model of social skills instruction that does not assume social skill deficits, but rather deficits in self-regulatory behavior, was used with three boys with severe behavior disorders. Self monitoring procedures were used to cue social skills, were effective in altering participant's social behaviors, and created maintained positive…

A study examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on antisocial behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. Results indicated moderate reduction in antisocial behaviors during small-group social skills instruction. (Contains…

Functional analyses were conducted with three boys (ages 4-7) with behavior disorders. The students were then successfully taught to self-manage incompatible appropriate behavior as well as appropriate requests for reinforcement (i.e., escape, attention, materials) identified as functionally related to the problematic target behaviors. (Contains…

The concept of entrapment, viewed as a conceptual framework for social interaction skills training, is a behavioral process whereby newly acquired social responses come under the control of naturally occurring reinforcers, usually the social behavior of peers. Selection of target behaviors and intervention procedures to promote entrapment are…

Three seriously emotionally disturbed children were trained in techniques for self-evaluation for demonstrating appropriate behavior. Student use of those techniques in the classroom indicates generalization to that environment did occur. (MSE)

The effects of a warning procedure signaling exclusionary timeout as a consequence for inappropriate behavior during contingent observation timeout was evaluated with nine elementary students having emotional and behavioral disorders. The use of warnings was associated with a decrease in appropriate contingent observation timeout behaviors,…

Two groups of students with disabilities (n=14, ages 8-10) in self-contained classes participated in a teacher-directed peer confrontation system used in conjunction with a token economy system. Results showed that the system was effective in modifying inappropriate behavior and that students had positive reactions to the system. (Author/JDD)

A study examined the effects of a 2-year follow-up prevention program for 31 Head Start kindergarten and first-grade students with behavior problems. Results indicated reduced inappropriate behaviors, including aggression, grabbing, out-of-seat behaviors, and negative verbal statements. Improved compliance and more positive peer interactions were…

Six teachers of students with emotional/behavioral disorders were observed during reading instruction and interviewed. Three teachers provided some reading instruction that was documented as effective and designed to meet students' needs. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative…