Emotional and behavioral problems of students in the classroom have been rated as a major concern for teachers, administrators, and the public (Hardman & Smith, 2003; Macciomei, 1999). Without effective behavior management, a positive and productive classroom environment is impossible to achieve. The most effective model for producing behavior…

Effective management of disruptive behaviors in schools is a national concern. While substantial resources are often allocated toward individual students who exhibit challenging behavior, less emphasis is placed on preventative interventions in common areas such as hallways, cafeterias and playgrounds. The purpose of this study was to determine…

Ethical guidelines for behavior analysts state that functional assessment should be used before implementing treatment plans. In this paper, we discuss the ethical implications of this position using self-injurious behavior in people with developmental disabilities as a focus. Evidence is reviewed that suggests that treatment based on results of a…

This paper examines the sources of stress and the effects of managing challenging behaviour on principals of special schools in Ireland, including schools for pupils with an intellectual disability, emotional disturbance, specific learning disability and physical and sensory disability, and children of traveller families. In this study principals…

Making others especially fearful of what can happen if they ignore the advice given in a health-threat warning (fear appeal) encourages their acceptance of the message most of the time, though occasionally this strategy backfires. Current formulations of fear appeals are unable to reconcile these findings satisfactorily. The drive model notion…

Members of two types of self-help groups assessed the occurence of various helping processes in their groups. Found self-help groups emphasized supportive and expressive processes while avoiding confrontive processes; and behavioral techniques were used more frequently by behavioral control groups than by stress coping groups. (RC)

A case study is presented of a boy (age 5) with mild mental retardation who frequently displayed disruptive behavior at school. Assessment and intervention involved a brief functional analysis, a curriculum-based assessment, and an intervention involving curriculum modification and functional communication training to request a break or…

This article presents criteria researchers should consider when seeking to establish a socially valid understanding of problem behavior. Criteria include determining if behavior change is demonstrated in typical settings and whether the intervention promotes movement in the least restrictive environment, is conducted by families and/or school and…

This study assessed the effectiveness of posting signs for reducing graffiti in three men's restrooms on a college campus. Immediately following the intervention, no marks were made, and results were maintained at three-month follow-up. A possible explanation for the results is that the signs specified an altruistic contingency. (Author/DB)

Two cases are presented in which modifications to the social attention condition were needed to identify maintaining contingencies for two young children with mental retardation and destructive behavior. The effects of two different qualities of social attention are examined, along with the effects of contingent verbal, versus contingent physical,…

This article presents a prereferral assessment and intervention process implemented in an elementary school. Included in the description are procedures, examples of record forms, and a case study illustrating the operation of the process. The advantages and disadvantages of the process, as perceived by the faculty and staff, are listed. (Contains…

Behavior modification is an evidence-based treatment for children with attention-deficit/hyperactivity disorder (ADHD). Time-out from positive reinforcement is one behavior-modification procedure commonly recommended to manage disruptive or noncompliant behavior. This investigation examined the effects of time-out on children's behavior within the…

This study assessed the influence of the Positive Behavioral Interventions and Support (PBIS) discipline system on disciplinary referrals, (ODRs), suspensions, academic improvement and attendance in two rural schools. The influence of the PBIS system on the variables of interest was assessed for all students combined and subsequently between…

The "Lovaas Model of Applied Behavior Analysis" is a type of behavioral therapy that initially focuses on discrete trials: brief periods of one-on-one instruction, during which a teacher cues a behavior, prompts the appropriate response, and provides reinforcement to the child. Children in the program receive an average of 35 to 40 hours…

Instructional time use is an intervention without equal. The measure of such has clear and important implications for special education practice and research. Although exhortations to maximize instruction and thereby student engagement exist throughout the literature, few studies discuss how special education teachers use their time, and none…