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Behavioral Disorders | 6 |
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DePaepe, Paris A.; And Others – Behavioral Disorders, 1996
Examination of the effects of difficulty level of academic tasks on the behavior of 2 subjects (ages 9 and 12) with severe behavior disorders found that difficult tasks were generally associated with lower percentages of time-on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. (Author/DB)
Descriptors: Behavior Disorders, Behavior Problems, Class Activities, Difficulty Level

Lane, Kathleen L.; Wehby, Joseph; Menzies, Holly M.; Doukas, Georgia L.; Munton, Sarah M.; Gregg, Rebecca M. – Behavioral Disorders, 2003
A study examined the effectiveness of a 10-week social skills instruction program for seven students (ages 8-9) at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Results indicated lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground.…
Descriptors: Antisocial Behavior, Behavior Disorders, Behavior Modification, Elementary Education

Rosenberg, Michael S. – Behavioral Disorders, 1986
Results of a study of five subjects (ages 7-9) in a multicategorical resource room employing a token economy indicated that the addition of a daily review of classroom rules resulted in an overall time-on-task improvement of 12% and a 50% reduction of instances of disruptive "talkout." (Author/JW)
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Contingency Management

Levendoski, Lila Sabella; Cartledge, Gwendolyn – Behavioral Disorders, 2000
An unobtrusive self-monitoring procedure was used to teach four elementary school students with serious emotional disturbances (SED) to monitor their behavior while working independently on newly taught materials. A modest positive relationship was found between self-monitoring and the target behaviors measured (percentage of on-task behavior…
Descriptors: Behavior Change, Elementary Education, Emotional Disturbances, Instructional Effectiveness

Kamps, Debra M.; And Others – Behavioral Disorders, 1995
A reversal design was used in two elementary classrooms to examine effects of cooperative learning groups (CLG) in reading instruction for three students with autism and their general education peers. Results demonstrated increased reading gains, academic engagement, and peer interaction during CLG conditions. Results also documented the…
Descriptors: Autism, Cooperative Learning, Elementary Education, Inclusive Schools

Miller, Kerrie A.; Gunter, Philip L.; Venn, Martha L.; Hummel, John; Wiley, Larry P. – Behavioral Disorders, 2003
Results of a study found little difference in correct responding or on-task behavior of three children (ages 9-12) with emotional or behavioral disorders when a function was provided for written assignments, or arithmetic assignments were shortened, until a model for correct responding was added. (Contains references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Academic Achievement, Behavior Disorders, Elementary Education