Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| Learning Disability Quarterly | 10 |
Author
Publication Type
| Journal Articles | 10 |
| Reports - Research | 6 |
| Information Analyses | 4 |
| Opinion Papers | 2 |
| Guides - Non-Classroom | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkContesse, Valentina A.; Gage, Nicholas A.; Lane, Holly B. – Learning Disability Quarterly, 2023
Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral…
Descriptors: Students with Disabilities, Learning Disabilities, Behavior Problems, Student Behavior
Peer reviewedSindelar, Paul T.; And Others – Learning Disability Quarterly, 1982
Investigated were the effects of differential reinforcement of other behavior (DRO) and response cost (RC) on the attending behavior of a learning disabled (LD) 7-year-old and a behavior disordered 10-year-old. The differential effects of the DRO contingency in the two case studies were attributed to differences in the reinforcement schedules.…
Descriptors: Attention, Behavior Modification, Elementary Education, Emotional Disturbances
Peer reviewedSalend, Spencer J.; Lamb, Elizabeth Allen – Learning Disability Quarterly, 1986
An interdependent group-managed response-cost system mediated by free tokens was employed to decrease inappropriate verbalizations of two groups of elementary-level learning disabled children (N=9). Results indicated that this contingency system was a viable and effective method of decreasing inappropriate behavior. Peer pressure was credited for…
Descriptors: Behavior Modification, Classroom Techniques, Contingency Management, Cooperation
Effects of a Taped-Words Treatment Procedure on Learning Disabled Students' Sight-Word Oral Reading.
Peer reviewedFreeman, Timothy J.; McLaughlin, T. F. – Learning Disability Quarterly, 1984
The effects of modeling vocabulary words, using a tape recorder, on six high school learning disabled boys' sight-word reading were examined in a multiple-baseline design. Results indicated an increase in correct oral response rates of isolated word lists and a sharp decrease in each student's oral error rates. (Authors)
Descriptors: Behavior Modification, High Schools, Learning Disabilities, Males
Peer reviewedRoberts, Michael; Smith, Deborah Deutsch – Learning Disability Quarterly, 1980
Eight learning disabled boys (10 to 12 years old) who were seriously deficient in both their oral reading and comprehension performances participated in the study which investigated, through an applied behavior analysis model, the interrelationships of three reading variables--correct oral reading rates, error oral reading rates, and percentage of…
Descriptors: Behavior Modification, Elementary Education, Exceptional Child Research, Intervention
Peer reviewedHallahan, Daniel P.; And Others – Learning Disability Quarterly, 1979
The S was taught to self-monitor his on- and off-task behavior by using an audiotape recorder to cue his self-recording. Using a combination of multiple baseline across responses and reversal designs, on-task behavior increased dramatically under treatment conditions for both handwriting and math. (Author/DLS)
Descriptors: Attention, Behavior Modification, Elementary Education, Exceptional Child Research
Peer reviewedBurke, Mack D.; Hagan-Burke, Shanna; Sugai, George – Learning Disability Quarterly, 2003
A study explored the use of functional behavioral assessment (FBA) to develop an intervention plan for a third-grader with learning disabilities who exhibited high rates of problem behaviors during reading instruction. Results provide preliminary evidence to support the use of FBA to influence instructional planning. (Contains references.)…
Descriptors: Behavior Modification, Behavior Problems, Elementary Education, Evaluation Methods
Peer reviewedHresko, Wayne P.; Reid, D. Kim – Learning Disability Quarterly, 1988
The article points out that the label "cognitive" has been used to designate five substantially different approaches to learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific-abilities model. Despite the similar label, the instructional interventions of these approaches…
Descriptors: Behavior Modification, Cognitive Development, Cognitive Processes, Educational Methods
Peer reviewedHresko, Wayne P.; Reid, D. Kim – Learning Disability Quarterly, 1981
The label "cognitive" has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific abilities model. (Author)
Descriptors: Behavior Modification, Cognitive Development, Cognitive Processes, Elementary Secondary Education
Peer reviewedGerber, Michael M.; Hall, Robert J. – Learning Disability Quarterly, 1989
Development of effective cognitive-behavioral training approaches for students with learning handicaps in academic domains, such as spelling, requires greater concern for teachers' knowledge of the academic domain, as well as their pedagogical expertise in finely and precisely adjusting their instructional use of language to communicate that…
Descriptors: Behavior Modification, Classroom Communication, Cognitive Restructuring, Elementary Secondary Education
