Data-based individualization (DBI) is a process of collecting and analyzing data on students' response to intervention and then making intervention adaptations accordingly. Although this process can lead to better student outcomes, very few teachers are trained in the components of DBI, particularly in relation to behavior. Improving practice…

The purpose of this study was to provide initial evidence of the effectiveness of Check-In/Check-Out-High School (CICO-HS) on high school student outcomes. Check-In/Check-Out-High School is a version of CICO, an established Tier 2 intervention designed to improve student academic and social behavior, adapted to increase effectiveness and…

Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

Many researchers have documented the interrelatedness of reading and behavior (McIntosh, Sadler, & Brown, 2012). Thus, research examining the best way to intervene with students who exhibit problems in both skill sets is merited. Recently, taking an integrated approach to reading and behavioral intervention has been suggested (Mooney, Ryan, Uhing,…

In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed…

The article reviews the current theory and techniques of biofeedback, and summarizes the use of such procedures with handicapped and normal children and youth. Resources for parents, counselors, and educators are provided. (Author/DLS)

An 18-year-old youth placed in a residential state mental health facility because of social skills deficits participated in treatment over a 48-day period in which the student was observed in four settings. Results suggest that the skills taught--greetings and thanking behavior--were maintained and generalized to three natural settings. (Author/CL)

A multiple baseline-across behaviors design was employed to assess the efficacy of a self-control procedure in eliminating three stereotypic behaviors of a 15-year-old behaviorally disordered, deaf, institutionalized student. The self-control procedure eliminated two of the three target behaviors and significantly reduced the rate of the third.…

The addition of self-monitoring to a social skill training program involving verbal training and role playing resulted in rapid generalization of appropriate responses to a supervision's instructions by behaviorally disordered adolescents in vocational classes. (Author/CL)

The interaction effects among three components of self-management training (self-monitoring, self-evaluation/self-reinforcement, and self-instruction) upon verbal behavior of three junior high students with behavior disorders were evaluated. A combination of all three components was most effective. Self-instruction was the most effective treatment…

This literature review evaluates studies of self-management procedures (including self-evaluation, self-instruction, self-monitoring, and self-reinforcement) used with behaviorally disordered students in school settings. The analysis found general support for the techniques, but many procedural concerns need to be addressed in future research.…

Knowledge/skills statements were rated by 102 teachers of students with emotional/behavioral disorders as to importance, proficiency, and frequency of use. Means for all responses to the 201 knowledge/skills statements and weighted means for the 11 statement categories are reported, highlighting items similar to those published by the Council for…

The authors propose matching selected models of individualized instruction (academic domain) to varying degrees of student self-control (behavioral domain) for behaviorally disordered children. The specific models discussed include tutoring, programmed instruction, personalized systems of instruction, and contracting. (Author/CL)

A study of 18 children with behavioral problems in inclusive elementary classrooms examined the effects of self-evaluation using videotapes of the children's interactions with their peers. Results showed increases in appropriate interactions for children with internalizing behavioral problems and decreases in inappropriate interactions for those…

A behavior specialist working in a class for students identified as severely emotionally disturbed shares the dialog journal writing of an eighth-grade male student and notes the boy's self-evaluation regarding his special education label, his searching questions, his relationship to others, his growing self-esteem as a writer, and his family…