In this study, the researchers evaluated the sensitivity of Direct Behavior Rating Single-Item Scales (DBR-SIS) for assessing behavior change in response to an intervention. Included in the analyses were data from 20 completed behavioral consultation cases involving a diverse sample of elementary participants and contexts using a common…

A variable interval schedule of reinforcement was used with five behavior disordered boys (7-13 years old) to improve attending and study behavior of the children during the communicative skills period. (SBH)

Four emotionally disturbed preschoolers engaged in a higher frequency of disruptive behavior in a regular classroom than in a special class, and teachers in the two settings responded differently to the disruptive behavior. (CL)

Thirty-six conduct problem first graders were randomly assigned to either a special class of eight children or regular classes. (Author)

Twenty-one third grade, Black males of low socioeconomic status exhibiting problem behaviors were assigned to one of three settings: a classroom with a crisis-resource teacher who assisted regular teachers in establishing individualized programs; a class with a crisis-resource teacher only; and a classroom without services from a crisis-resource…

It is maintained that special educators have been criticized for focusing strong intervention procedures such as isolation or punishment on elementary school children who have been labeled deviant or defective. (Author/MC)

Five groups of approximately 50 children, grades 2 through 6, from each of five schools (four in low socioeconomic mostly black areas), originally referred for 1 or 2 years' support in a behaviorally oriented resource room, were followed up after regular class placement for 2 or 3 years. (MC)

This paper reviews studies that have used instructional variables as nonaversive interventions for problem behaviors of individuals with severe disabilities. These include student choice of task, task variation, pace of instruction, interspersal of high probability tasks, partial versus whole task training, decreasing task difficulty, and a…

A study examined the impact of functional assessment interventions on appropriate and challenging behaviors of 75 typical children (ages 3-6), 60 children at-risk, and 75 children with special needs. Functional assessment procedures resulted in a decrease in challenging behavior and nonengagement and an increase in active engagement and peer…

Twenty students (ages 11-15) with disabilities used a consensus-based group evaluation system to evaluate their group's behavior during a specified time period. Comparing team ratings to teacher ratings and delivering reinforcement (based on group behavior and team accuracy in rating behavior) was found to be an effective strategy for modifying…