The Special Education Learning Center in Hartford, Connecticut, successfully teaches students with serious behavioral disorders. The program features a behavioral curriculum, built around rewards, punishments, a fully supervised setting, collegial support, and physical intervention. (TE)

This manual is a guide to interventions with commonly encountered behavior problems in the educational environment. Its intent is to provide educators with goals, objectives, and intervention strategies for the behavior problems identified by "The Emotional or Behavior Disorder Scale--Revised." Goals and objectives are suggested for use in…

The article reviews broad characteristics of levels systems, classroom structures consisting of four to six levels of behavioral, academic, and social expectations and the criteria for moving from one level to another. Three sample systems are presented along with step-by-step procedures for developing a levels system for behavior disordered…

Among views expressed are that teacher expectations influence the perception of progress in behavior disordered students. Differences in perception of child behavior are a rich source of information. Selection of behavioral targets is as important as how they are assessed. Educational practices have not kept up with current technology or research.…

Programming options for emotionally disturbed (ED)/behavior disturbed (BD) students in rural public schools include self-contained special classrooms, resource rooms, consultant teachers, management assistants, and regular teachers in the mainstream. All options are intended specifically for ED/BD students and have proven effective in school…