Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in…

One reversal and two multiple baseline designs were used to assess the effects of punishment on the disruptive behavior of six adolescent learning disability students. During baseline conditions of praise and ignore contingencies, the frequency of inappropriate preacademic behavior was assessed. With the institution of punishment procedures,…

The authors review research on techniques to change social behavior, ranging from relatively simple manipulations of antecedent and consequent conditions to complex instructional "packages" involving didactic, modeling, rehearsal, and feedback procedures and examine issues involved in generalization of social skills training as well as ethical…

Jogging was used to modify disruptive behavior as part of the classroom routine for 12 learning disabled elementary-grade boys. The number of incidents of each of five negative behaviors were reduced by half following the 10-minute jogging routine. (SBH)

Offers a six-step procedure for developing and implementing a response cost system for changing problem classroom behaviors of students with learning disabilities. Steps described are establishing classroom rules, rewarding compliance, selecting reinforcers, reducing noncompliance through response cost consequences, following through on…

A contingency-based lottery system was implemented to improve the classroom behavior of 18 learning disabled and educable mentally handicapped students, aged 13 to 16 years. Results indicated substantial increases in times students remained in assigned areas, and numbers of students prepared for class; and marked reduction in nonauthorized…

The program was developed to minimize classroom disruptions which often occur when a behavior problem student (9 to 13 years old) from a special education homeroom is placed in the mainstream. The program also was designed to encourage on task performance and work completion both in the homeroom and mainstream settings through reinforcement for…

This article describes a model to assist teachers in solving academic or behavioral problems of students with learning disabilities. The model uses the word PINPOINT as a mnemonic technique to address Problem identification, Importance rating, Noting the behaviors to develop, Possible solutions, Optimal options for the student, Ideal interventions…

An investigation of methods to manage verbal aggression in elementary level emotionally handicapped and learning disabled students in self-contained classrooms and resource rooms is reported. The bulk of the document contains a synopsis of the guide given to the 27 master's level Florida teachers who volunteered to use the 14 recommended…

A behavior management support group involving a psychologist and other school staff uses video recordings of students to help deal with the behavior problems of pupils with severe learning disabilities. (CL)

A study investigated the effects of self-monitoring of academic productivity and accuracy on the academic performance and on-task behavior of three male students (ages 12-13) with both learning disabilities and attention deficit disorders. Students made gains in academic productivity and accuracy and their on-task behaviors improved across all…

Teachers of the learning disabled (LD) and mainstream teachers can incorporate preventive cuing practices into existing classroom management procedures to stop disruptive behavior before it starts. They can encourage LD students to accept responsibility for self-management and can maximize cooperation, minimize conflict, and promote positive…

The study examined how adding students with learning disabilities (LD) to regular education classrooms changed the behavior of nonhandicapped students and their teachers. Initial observations were of mainstream classes containing no learning-disabled students. Observations were again conducted after LD students had been mainstreamed for 8 months.…

Reviewed are a variety of instructional materials in the areas of language arts, English as a foreign language, and class management; and appropriate for use by administrators or teachers of learning disabled children. (DB)

This article describes a points-and-levels system to improve behavior of students with learning and behavioral disabilities in an upper-elementary special education setting. The four levels each involved specified responsibilities and privileges and students earned specified numbers of points to qualify for a "successful day" and eventual…