Publication Date
| In 2025 | 0 |
| Since 2024 | 2 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Behavioral Disorders | 1 |
| Education and Training in… | 1 |
| Journal of Special Education | 1 |
| Research and Practice for… | 1 |
| Schools in the Middle | 1 |
| Teacher | 1 |
Author
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Guides - Classroom - Teacher | 1 |
| Guides - Non-Classroom | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 1 |
Audience
| Practitioners | 1 |
Location
| Illinois | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkAshley K. Holt; Erik Drasgow; Katie Wolfe – Research and Practice for Persons with Severe Disabilities, 2024
Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…
Descriptors: Students with Disabilities, Child Behavior, Teaching Methods, Special Education Teachers
Allison M. Kroesch; Sarah Southall; Nancy Welsh-Young; Katherine N. Peeples – Behavioral Disorders, 2024
Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained U.S. elementary classroom for students with high-intensity behavioral support needs. Each…
Descriptors: Paraprofessional School Personnel, Self Contained Classrooms, Teaching Methods, Elementary Education
Conradi, Lyndsey Aiono; Jameson, J. Matt; Fischer, Aaron J.; Farrell, Michael; Eichelberger, Carrie; Ryan, Joanna; Bowman, Jessica A.; McDonnell, John – Education and Training in Autism and Developmental Disabilities, 2020
Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); however, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained…
Descriptors: Severe Disabilities, Time on Task, Student Behavior, Self Contained Classrooms
Soltz, Donald F. – 1976
This study describes some of the differences in the way primary teachers work with different school subjects. The activities during reading and arithmetic instruction in six third grade, inner-city, self-contained classrooms were observed, tape-recorded, and analyzed using three systems of observation. A total of five hours of instruction in…
Descriptors: Educational Research, Elementary Education, Grade 3, Mathematics
Peer reviewedMacy, Daniel J.; Carter, Jamie L. – Journal of Special Education, 1978
The study sampled 145 elementary school handicapped children in order to compare a mainstreamed and self-contained special education program in a large urban school district. (Author/PHR)
Descriptors: Curriculum Development, Elementary Education, Handicapped Children, Mainstreaming
Naumann, Nancy – Teacher, 1977
Roller skates and fairy tales, Big Macs and snowflakes all blend with the curriculum to bring back the good old, brand-new "funner" class setting. (Editor)
Descriptors: Basic Skills, Classroom Environment, Elementary Education, Elementary School Students
Roselli, Hilda C. – Schools in the Middle, 1996
Explains how middle level educators can provide learning environments supportive of gifted students by understanding in depth the differences and similarities between general education at that level and gifted education. (ET)
Descriptors: Academic Achievement, Academically Gifted, Educational Philosophy, Elementary Education
Download full textBoyles, Marion P.; And Others – 1969
The effectiveness of the instructional team approach as opposed to the self-contained classroom approach was investigated by the Atlanta Public School system from 1966-1969 (under a funding by Title I, Public Law 89-10). The achievement levels of first grade and seventh grade pupils were evaluated, using both techniques at each level. The…
Descriptors: Academic Achievement, Comparative Analysis, Cost Effectiveness, Elementary Education
