Disruptive behaviors requiring intervention occur across multiple school systems, including individual students and classrooms. Such behaviors, including talking aloud in class, getting out of one's seat, or more serious behaviors, can be frustrating for other students as well as teachers, who are trying to help students meet ever-increasing…

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…

Despite significant advances in practices for effectively designing and delivering instruction for students with disabilities, educators continue to face challenges addressing the needs of students with emotional and behavioral disorders. Little information is available for educators on accommodations and modifications that would serve the needs…

Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

Arguments are reviewed for and against the use of food and drink as reinforcers in school based programs for severely handicapped students. A set of guidelines is proposed. The focus is on compatibility with children's long-range educational, health, and social goals. (Author/SW)

Argues that the one portion of behavior modification that educators least understand is negative reinforcement. Discusses the advantages of this technique. (FL)

Reviews classroom behavior management studies to see if extrinsic rewards affect intrinsic reinforcement value of appropriate classroom behaviors. Conclusion indicates extrinsic rewards are useful. Teachers need not avoid the use of rewards in fear of undermining intrinsic interest. (LAB)

Lists advantages and disadvantages of the token economy system as a behavior control tactic. Discusses ethical issues relating to the use of behavior modification techniques in the classroom. (SK)

One of the competencies needed by teachers working with mainstreamed handicapped students is behavior management. The inservice system offers excellent opportunities for providing teachers with continued updating of their professional skills. (JN)

Three group-oriented contingency systems (interdependent, dependent, and independent) were compared to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of 12 educable mentally retarded elementary-aged children. Interdependent and dependent group contingency systems were more effective than…

Classroom teachers and school mental health specialists must be better equipped to determine which students who practice deviant behavior are behaviorally disordered and which students are experiencing faulty social perception. (Author/PHR)

This article points out the demonstrated effectiveness of behavioral interventions across a broad spectrum of school populations. The article discusses the following aspects of applying reinforcement techniques in the classroom: commonly used behavioral terminology, reinforcer selection, critical application factors, advantages and disadvantages,…

There are various opinions concerning the value of positive reinforcement when discussing modifying behaviors of young children. In some cases, individuals considered positive reinforcement difficult to implement and, in extreme cases, even felt it to be detrimental. Educators often use praise interchangeably with positive reinforcement when…

The booklet is intended to help physical educators deal with behavior problems in students. A preventive approach is advocated which involves defining expectations of acceptable and unacceptable behavior. Examples are given of ways to reinforce desirable behaviors and prevent behavior violations through such actions as structuring the physical…

These tips for the vocational teacher with mainstreamed students focus on three areas: the student, the classroom, and teacher strategies. The tips that focus on the student have an interpersonal focus. Recommendations are concerned with student strengths and weaknesses of which the teacher should be aware through observations, gathering and using…