Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…

Appropriate and effective classroom management skills are critical in supporting students' academic, social, and behavior development in schools; however, teachers often cite needing help with classroom management as their greatest need. Given this concern, school psychologists need effective and efficient strategies to offer to teachers and…

Behavioral consultation has been shown to be an effective way for school psychologists to work with teachers in implementing interventions for student problem behavior. Some teachers are resistant to the behavioral consultation process and thereby fail to implement agreed upon interventions with integrity, which is problematic considering the…

Few classroom behavioral interventions have been thoroughly studied using culturally and linguistically diverse populations, international student populations, or those from diverse socio-economic backgrounds. Yet, having such tools for school psychologists and teachers is critical for behavior management in the classroom. One important exception…

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…

This paper concentrates on one principal disruptive behavior-aggression. Several of the basic determinants of aggression have been summarized and some methods of effective control are reviewed. Guidelines for the implementation of a behavior modification program are presented. (Author)

The purpose of this paper is to question whether adequate consultation can take place when issues and problems are considered only at the level of the overt behavior of the problem child.'' (Author)

Provides information on the time-out research in hopes of enabling school psychologists to use, and train others to use, time-out more effectively when indicated by the data from a behavioral or functional assessment. The guide may also serve as a heuristic for those wishing to conduct research on the use of time-out in the classroom. (Author/MKA)

The school psychologist's job is to insure that the school setting is as conducive to learning as possible, stimulating children to respond to instruction and discouraging misbehavior that serves to avoid instruction. Many teachers do not realize the full implications for children of their actions and verbalizations. A teacher's behavior can…

This report lends confirmation to the feasibility of employing punishment in modifying or eliminating socially unacceptable behavior, and is another example in which amelioration of symptomology seemed to precede a thorough investigation of etiological factors. (Author)

The experience reported here describes what happened to a practicing school psychologist in implementing behavior modification programs in an early childhood center. (Author)

A case of a problem boy is presented. The author then describes how the school psychologist dealt with the case successfully by helping the parents and the teacher modify their approach to the boy. (SE)

Presented at the 1980 annual meeting of the National Association of School Psychologists, the paper discusses two areas in which school psychologists can make significant contributions to facilitate the mainstreaming of mentally retarded children: staff training and supportive and counseling services to parents. Two intervention strategies that…

Traditional roles of the school psychologist have not included the use of the family system for the intervention of school-related behavior problems. Because the child's symptom serves as a vital part of the family equilibrium, assessment and intervention must be considered within this context. (Author)