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Maximizing the Effectiveness of Structured Classroom Management Programs: Implementing Rule-Review Procedures with Disruptive and Distractible Students.
Peer reviewed Peer reviewed
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
The Effects of Jogging on the Rates of Selected Target Behaviors of Behaviorally Disordered Students.
Peer reviewed Peer reviewed
Yell, Mitchell L. – Behavioral Disorders, 1988
Investigated were the effects of a jogging program on talking out and out of seat behaviors exhibited by six elementary-aged behaviorally disordered students in a resource room setting. Results indicate a decrease in the occurrence of both behaviors following jogging for five of the six students. (Author/JDD)
Descriptors: Behavior Change, Behavior Disorders, Behavior Problems, Classroom Techniques
Reentry to the Regular Classroom from Pull-Out Programs: Reorientation Strategies.
Peer reviewed Peer reviewed
Lazzari, Andrea M.; Wood, Judy W. – Teaching Exceptional Children, 1993
A strategy is presented for helping to reorient students returning to the regular class from pull-out special services. A planning sheet is provided to help teachers correlate environmental characteristics with problem student characteristics and then select specific strategies. A table lists reentry problems and suggested strategies. (DB)
Descriptors: Behavior Change, Behavior Problems, Change Strategies, Classroom Techniques