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Effects of Tactile Prompting and Self-Monitoring on Teachers' Use of Behavior-Specific Praise
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Markelz, Andrew M.; Taylor, Jonte C.; Kitchen, Tom; Riccomini, Paul J.; Catherine Scheeler, Mary; McNaughton, David B. – Exceptional Children, 2019
Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers' use of behavior-specific…
Descriptors: Stimuli, Cues, Self Management, Positive Reinforcement
Response to Intervention: Examining Classroom Behavior Support in Second Grade
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Fairbanks, Sarah; Sugai, George; Guardino, David; Lathrop, Margaret – Exceptional Children, 2007
This article reports on 2 studies investigating a response-to-intervention (RTI) approach to behavior support in 2 second-grade classrooms. The results suggest that a slightly more intensive but efficient targeted intervention ("check in and check out") was effective in supporting the social behavior success of 4 students whose problem behaviors…
Descriptors: Grade 2, Student Behavior, Social Behavior, Intervention
Teacher Perceptions of School-Based Interventions.
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Martens, Brian K.; And Others – Exceptional Children, 1986
A 65-item questionnaire assessed teacher (N=2279) perceptions of intervention alternatives used to control classroom behavior problems. Strategies rated as most effective, easiest to use, and most frequently used by both regular and special educators included interventions that either redirected students toward appropriate behavior or involved…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Consultation Programs
Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Education.
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Maag, John W. – Exceptional Children, 2001
This article delineates the reasons why educators find punishment a more acceptable approach for managing students' challenging behaviors than positive reinforcement. The article argues that educators should plan the occurrence of positive reinforcement to increase appropriate behaviors rather than running the risk of it haphazardly promoting…
Descriptors: Behavior Change, Behavior Disorders, Behavior Modification, Classroom Techniques
The Relationship between Instructional Variables and Problem Behavior: A Review.
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Munk, Dennis D.; Repp, Alan C. – Exceptional Children, 1994
This paper reviews studies that have used instructional variables as nonaversive interventions for problem behaviors of individuals with severe disabilities. These include student choice of task, task variation, pace of instruction, interspersal of high probability tasks, partial versus whole task training, decreasing task difficulty, and a…
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Classroom Techniques
Group Evaluation: A Collaborative, Peer Mediated Behavior Management System.
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Salend, Spencer J.; And Others – Exceptional Children, 1993
Twenty students (ages 11-15) with disabilities used a consensus-based group evaluation system to evaluate their group's behavior during a specified time period. Comparing team ratings to teacher ratings and delivering reinforcement (based on group behavior and team accuracy in rating behavior) was found to be an effective strategy for modifying…
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Classroom Techniques