Two strategies for managing disruptive elementary students are described: (1) mini courts (which apply simplified judge and jury courtroom procedures in the classroom); (2) good behavior report sessions (a self-report strategy). For adolescents, two additional strategies are described: (1) goal attainment scaling; and (2) mission impossible teams…

Thirty learning disabled (LD) elementary students participated in weekly group counseling sessions for 10 weeks. When compared to a control group, results (based on teacher ratings and other measures) indicated that the intervention was beneficial in improving acting out and distractibility behaviors and one area of self-concept. (Author/JW)

Compared to regular education students (N=80), students (N=57) in public school special education programs perceived themselves as having less control at school and reported lower levels of happiness. Special education students (N=51) in laboratory program emphasizing perceived control had higher perceptions of control at school and more positive…

The effects of an overcorrection procedure on stereotypic behavior of two students (ages 11 and 12) with severe multiple handicaps were investigated in a cooperative school/home program. Results indicated successful implementation of overcorrection by professionals, paraprofessionals, and parents in both school and home settings. (Author/DB)

Five experiments with severely retarded noncompliant males made use of behavioral momentum to increase compliance. A series of commands with which the subject was very likely to comply were issued immediately prior to issuing a low-probability command. Results indicated increased compliance and decreased compliance latency and task duration.…

The correlates of classroom behavior problems for groups of 40 mainstreamed learning disabled (LD) and 40 non-LD students (grades 3-6) were identified from among various personality indicators. One personality variable--reactivity--predicted total problem behavior for the LD group, although reactivity and social flexibility predicted variance in…

Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning-disabled (LD) elementary grade children and 54 non-LD children were compared, and mainstream teachers' perceptions of adaptive behavior were correlated with students' self-perceptions. Findings indicated LD students demonstrated less desirable adaptive behavior,…

Investigated the effect of row versus table (clustered desks) seating arrangements in three classrooms with children having emotional and moderate learning difficulties. Results showed on-task behaviors doubled as conditions changed from desk clusters to rows. Rate of disruption was three times higher in the desk cluster seating arrangement.…

A behavior management program which uses play money to motivate students and reinforce appropriate behavior helps elementary school students (including disabled students) develop responsibility for their behavior. All students in the class participate and are allowed to buy items from the class store with money earned. (CB)

Analysis of regular classroom behaviors of 13 behaviorally disordered males (grades three to five and 13 controls revealed that 10 behaviors (e.g., social interaction/teacher, directions, out-of-seat) accounted for 81 percent of variance in group membership. Child behaviors as well as child and teacher behaviors combined produced significant…

The synthesis of 35 single-subject nonaversive treatments of classroom behavior problems indicated that reinforcement and feedback are highly effective as a remedy across a variety of behaviors, settings, and administrative arrangements. (Author/DB)

The study evaluated a commonly used component of brief time-out, in which release from time-out is delayed contingent on the occurrence of the disruption. Data were collected for one normal and two mentally retarded children on time-out producing behaviors and delay-producing behaviors during time-out. (Author/CL)

Determined whether educators' judgments of problem behaviors are influenced by classroom contex (disruptive x nondisruptive) and teacher type (regular x special). After viewing videotaped behavioral segments presented within a disruptive or nondisruptive classroom setting, teachers rated behavioral severity, tolerance, manageability, and…

A teacher of 15- and 16- year-old boys with moderate learning difficulties and behavior problems describes how a school drama activity improved the boys' self image and motivation. (CL)

Discusses strategies that can be used to prevent the five most common behavioral problems in secondary schools: (1) failure to complete assigned work, (2) tardiness, (3) inattentiveness, (4) littering, and (5) failure to bring materials to class. (FL)