This study examined how the composition of a behavior support team affected use of assessment information in the design of behavior support plans. Specifically, we examined if typical teams designed behavior support plans that differed in (a) technical adequacy and/or (b) contextual fit when (1) teams did not include behavior specialists, (2)…

Classroom teachers need effective, efficient strategies to prevent and/or ameliorate destructive student behaviors and increase socially appropriate ones. During the past two decades, researchers have found that cognitive strategies can decrease student disruption/aggression and strengthen pro-social behavior. Following preliminary pilot work, we…

Objective: Middle-school-aged children with obsessive-compulsive disorder (OCD) are poised in development between the dependency of elementary school-aged children and growing independence of adolescence. OCD patients of this age group may differ from older ones in the quality of symptoms and level of insight. We report the results of a…

The Second Step: A Violence Prevention Curriculum was piloted in Primo Elementary School in western Canada due to concerns about student misbehavior. The Second Step Program is a curriculum based approach for Kindergarten through sixth-grade students. The components of the program are broken down into Kindergarten, grades 1-3, and grades 4-6…

This module is designed to provide teachers, teacher trainers, and administrators with an introduction to consultation as a service to support students with disabilities and/or challenging behaviors in their home schools. The module provides a rationale for the use of consultation as a part of school programs, a review of research on its current…

Ten delinquency prevention studies are reviewed that incorporated rigorous evaluative procedures (specifically the classic experimental design) for assessing programmatic outcomes. Following an introduction, the evaluation mechanisms built into each project are described, since they were used for determination of the effectiveness of the…

A 10-year-old boy with inappropriate social behavior was placed in a program of positive reinforcement and response cost. The boy earned plastic coins for good behavior and lost coins for inappropriate behavior. Rewards for given levels of earnings included extra recess time and field trips. Inappropriate behaviors decreased from a mean of 6.8…

The synthesis of 35 single-subject nonaversive treatments of classroom behavior problems indicated that reinforcement and feedback are highly effective as a remedy across a variety of behaviors, settings, and administrative arrangements. (Author/DB)

This case study of a 7-year-old general education student with behavior problems illustrates how school personnel can implement high quality consultative services. Evaluation of a behavioral intervention (contingency contracting) indicated a significant decrease in disruptive behavior from baseline. Positive treatment effects were maintained at…

This article describes a "Quiet Room" project for students with social, emotional, and behavioral problems at a British primary school. The Quiet Room was designed to provide a nurturing environment away from the classroom in which a child's emotional needs can be explored on a one-to-one basis. Benefits for children, parents, and…

The study examining the effectiveness of a cognitive-behavioral training program with 30 behaviorally disordered adolescents found participating students exhibited fewer aggressive behaviors and demonstrated greater self-control than nonparticipating students. The addition of an incentive for implementing the training strategies did not appear to…

Three mothers of children (ages 4-9) who had disabilities and exhibited serious behavior management problems were taught child management techniques and planned activities techniques, using in-home coaching and written prompts for use in generalization settings. Results suggested that such training is effective but needs to be individualized.…

The use of a self-operated auditory prompting system by a 12-year-old student with autism and moderate mental retardation to decrease inappropriate and off-task behavior was examined. Results indicated a significant decrease in the number of teacher-delivered prompts required by the student to engage in appropriate behaviors and remain on task.…

Notes that significant changes were found in both conduct problem and emotional disturbance scales, indicating improvement for both modalities over a nine month period. No differences in improvement were noted between males and females. The Differential Test of Conduct and Emotional Problems was established as a justified treatment evaluation…

Two functional communication training (FCT) conditions were compared to treat behavior problems of a child with mental retardation. The child was taught to emit a single FCT response to obtain one of six items or multiple FCT responses that specified the exact item. Only the FCT-multiple conditions reduced problem behavior. (Contains four…