Through self-management training, students learn to take control of their actions and make appropriate decisions. Four self-management strategies for enhancing mildly handicapped adolescents' job are self-instruction, self-questioning, self-monitoring, and self-reinforcement. (CB)

Describes the extinction of demanding behaviors of a nine-year-old boy by placing responsibility for behavioral reinforcement directly under his own control. The therapist assumed that the behavioral pattern of the paranoid personality is characterized by an overdependence upon environmental reinforcers and therefore used the self-management…

This book about classroom management provides teachers with information on how to help students become the kind of people they want them to be. It offers a guide to the Responsive Classroom approach, a social and emotional learning program that creates an ideal environment for learning. Section 1, "Building a Learning Community,"…

Describes some clinical observations of procrastinating and procrastinators and addresses how these observations have led to the development of a guaranteed scheduling technique (GST) to treat procrastination. Discusses the elements of GST and its implementation. Initial student reactions to GST have been favorable. (Author/RC)

Effective teaching strategies are outlined for helping the shy and withdrawn child to become an involved participant in the classroom. (JD)

This study compared differential reinforcement of other behavior (DRO) and noncontingent reinforcement (NCR) in the reduction of self-injurious behavior in three adult females with severe or profound mental retardation. Both procedures were highly effective in reducing self-injury, with NCR less limited than DRO. (Author/DB)

Assessed teachers' (n=89) acceptance of Good Behavior Game (GBG), interdependent group contingency. Found GBG as acceptable as positive reinforcement and response cost. Neither target children's ages, behavior problem severity, nor stated procedure rationale affected ratings. Found positive relationship between acceptability and use of positive…

Examines challenges in implementing the disciplinary provisions of the 1997 Individuals with Disabilities Education Act amendments, obstacles to implementing the law's functional-assessment provision, and ways that schools might overcome these obstacles. Encourages schools to include disciplinary practices in a larger program of positive academic…

A study investigated how positive behavior support was experienced and understood by team members (n=19) from four residential, community-based teams who achieved positive outcomes for adults with severe challenging behaviors. Findings from the study depict an overall culture of support consisting of interrelated layers of social context.…

This article describes a new training curriculum for educators, youth workers, and mentors which draws from research and best practices in positive youth development and positive behavior support. Response Ability Pathways or RAP focuses on three practical interventions: connect to others for support, clarify challenging problems, and restore…

Positive Behavior Supports (PBS) experts were surveyed to examine their perceptions of the treatment acceptability of commonly used decelerative consequence-based behavioral procedures. Findings illuminate the paradigm shifts that have occurred over the course of the careers of PBS experts and the factors that have contributed to these personal…

Schools have widely used suspension and related punitive practices, in spite of their proven ineffectiveness. This article discusses the role of Aggression Replacement Training (ART) as part of a schoolwide positive behavior support initiative. Grounded in theory and research, ART focuses on the proactive teaching of acceptable behaviors to…

In the current study, nursing home staff were taught to administer functional analyses to determine the variables maintaining aggression by an elder with dementia. The results indicated that aggression was evoked during bathroom routines and that escape maintained aggression. Staff then reduced aggression to near-zero levels with noncontingent…

There is a body of evidence that has linked teachers' verbal feedback to pupils with pupil behaviour. In this study teacher verbal behaviour that was directed towards those pupils that the teachers had nominated as being especially difficult to teach was examined. A series of lessons was observed in a secondary school. The quality and quantity of…