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Download full textSucuoglu, Nimet Bulbin; Akalin, Selma; Pinar, Elif Sazak – International Journal of Special Education, 2014
The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Mainstreaming
Direct linkCihak, David F.; Kildare, Laura K.; Smith, Catherine C.; McMahon, Don D.; Quinn-Brown, Luella – Behavior Modification, 2012
Four middle school students with autism spectrum disorders participated in a brief functional analysis and a video Social Stories[TM] intervention to remediate attention-seeking and task-avoidance behaviors. Results indicated that matching video Social Stories[TM] to specific functions of behaviors increased task-engagement behaviors in the…
Descriptors: Video Technology, Middle School Students, Intervention, Autism
Bruggink, M.; Goei, S. L.; Koot, H. M. – Educational Research, 2013
Background: Traditionally, special educational needs (SEN) were often defined in terms of child deficits. Recently, there has been a tendency to define SEN in terms of (additional) support needed in the classroom. However, little is known about how teachers define students with special educational needs. To close this gap, characteristics of…
Descriptors: Special Education, Disabilities, Mainstreaming, Elementary School Students
Schneider, Naomi; Goldstein, Howard – Journal of Positive Behavior Interventions, 2010
The current study investigated the effects of Social Stories written according to Gray's specifications on on-task behavior in inclusive classroom settings in three children with autism. Using a multiple-baseline design across participants, modest improvements in on-task behavior were associated with implementation of an auditory-visual Social…
Descriptors: Intervention, Autism, Behavior Modification, Story Telling
Schmitt, Rachel Calkins Oxnard – ProQuest LLC, 2009
Children are diagnosed with AD/HD more often than any other disorder and interventions are needed in schools to increase on-task behavior. Most studies examining on-task behavior are conducted in special education classrooms or clinical laboratories. Previous studies have not combined video self-modeling and self-monitoring as an intervention to…
Descriptors: Intervention, Attention Deficit Hyperactivity Disorder, Video Technology, Intervals
Cuthbert, S. L.; And Others – ACEHI Journal, 1993
This study compared the cooperation, aggression, and wandering behavior of 12 first-grade children with severe to profound hearing losses with that of 12 hearing children. No significant differences were found in amounts cooperation, aggression, or wandering behavior displayed by the two groups. However, children with hearing loss changed…
Descriptors: Aggression, Attention Span, Behavior Patterns, Behavior Problems
Kemp, Coral; Carter, Mark – Education and Training in Developmental Disabilities, 2006
The relationship between specific classroom skills and long-term inclusion of children with primarily intellectual disabilities in regular classrooms was examined. Measures of on-task behavior and direction following behavior were collected for 19 children with disabilities who had been integrated for 1.5 to 5.5 years in general education…
Descriptors: Disabilities, Classrooms, Inclusive Schools, Compliance (Psychology)
Jenkin, Jean – Behaviour Problems Bulletin, 1988
Outlined are behavior management strategies for emotionally disturbed students who are partially mainstreamed. Appropriate behavior outside the classroom earns the child stamps. Inappropriate behavior inside the classroom results in warnings, penalty points, and time-out. On-task behavior is also rewarded with stamps, which may be accumulated for…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Contingency Management
Peer reviewedPrater, Mary Anne; And Others – Education and Treatment of Children, 1992
Results of this study, involving an adolescent with learning and behavior problems, indicated that self-monitoring can be successfully used in special education settings and then implemented with little effort in mainstream classes to improve on-task behavior and academic performance. (Author/JDD)
Descriptors: Academic Achievement, Behavior Problems, Case Studies, Generalization
Won, Karen P.; And Others – 1993
Three elementary-age students with severe disabilities were moved from a special education class to an integrated (chronological age-appropriate regular education) classroom. The intervention resulted in substantial reductions in challenging behavior along with simultaneous increases in appropriate task-related and social behavior for all three…
Descriptors: Aggression, Behavior Problems, Compliance (Psychology), Ecological Factors
Peer reviewedSmith, Deborah, J.; And Others – Behavioral Disorders, 1988
Four junior high aged students (three behaviorally disordered and one learning disabled) received self-management training, without the external control of a token program. The self-evaluation procedures reduced students' off-task and disruptive behaviors in the resource room, but there was little or no spontaneous generalization to the students'…
Descriptors: Behavior Disorders, Behavior Modification, Behavior Problems, Classroom Techniques
Swinson, Jeremy; Woof, Catherine; Melling, Richard – Educational Psychology in Practice, 2003
A group of twelve pupils from an emotional and behavioural difficulties (EBD) school were transferred to a mainstream comprehensive school. They were supported by a specialist teacher and two Educational Support Assistants. The behaviour of the pupils was monitored. The behaviour of the EBD pupils was found to be very similar to that of the other…
Descriptors: Behavior Problems, Emotional Problems, Educational Psychology, Inclusive Schools
