Classroom behavioural management stands as one of the most critical skills for teachers to master, both in theory and practice. This study aimed to compare the knowledge and skills in behaviour management between two groups: special education teachers in integrated special education classes and mainstream teachers in inclusive classrooms within…

Our study assessed the outcomes of implementing a researcher-developed, teacher-led preventive program in special education preschool classrooms. We evaluated outcomes that were specific to student behaviors, classroom climate, and teacher self-efficacy. As iterative components of the Pyramid Model, an early-childhood-focused iteration of the…

American education has been threatened by low student achievement, high teacher attrition, and proficient teacher shortages for decades. Disruptive classroom behaviors are the primary contributor to teacher attrition and the interlinked dichotomy, but relative to special education, general education lacks both competent teacher preparation and…

The aim of the present study was to examine and describe educational leaders' mindset types related to schooling of students with ADHD in five municipalities with ADHD special education classes and in five pair-matched municipalities without such classes. Selection of the ten municipalities was based on the results from a nationwide survey…

The national picture of school behaviour is complex, but numerous indicators suggest that it can be better in a great number of schools and contexts. Every leader should consciously aspire to the very best behaviour possible in their schools as a matter of priority. There are a number of strategies that schools with outstanding behaviour use…

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…

This study evaluated the impact of performance feedback on nine public educators' level of procedural integrity to Discrete Trial Teaching (DTT) procedures for students with Autism Spectrum Disorder (ASD). Procedural integrity was observed during four phases: no feedback, general feedback, performance feedback, and maintenance, in a multiple…

This study was conducted to examine the effects literacy-based behavioral interventions have on improving the behavior of students with intellectual disability. A second purpose of this study was to determine if literacy-based behavioral interventions could be an effective intervention strategy when used simultaneously with a group of students…

Four seven- to ten-year-old boys with autistic behavior were examined with behavioral and observational measures in a peer mediated training, an integrated generalization assessment, and a segregated generalization assessment setting. Results favored the developmentally integrated condition for increases of positive social behaviors. (Author/MC)

The paper describes services in the Memphis (Tennessee) City Schools serving autistic and emotionally disturbed students. Two separate programs are identified and described: a day program for emotionally disturbed students 6-14 years old, and a residential program for autistic students 4-21 years old. The day program is designed to help students…

A review of research was undertaken to clarify the use of time out as a behavior management method in the schools. "Time out," the concept of separating children from their peers, is applied in familial, day care, and school settings to manage negative behaviors. Wide variations in the observed application of time out in regular and…

Sentence writing behavior was established in eight mildy retarded special class elementary-level children through a procedure that provided word lists and teacher praise for self-selecting and self-locating words from the lists and imposed a cost (fewer sweets) for responses dependent on teacher modeling. (Author)

A self contained behavior management classroom, an intensive program for children with multiple behavior impairments, is described. The classroom is designed to transfer the student back to the special education classroom for severely and trainable mentally impaired and autistic children. Typical behavior problems are considered, along with…

Eight public school adolescent students with mild mental retardation and severely disruptive classroom behaviors participated in a cooperative behavior management intervention in which student teams were rewarded for appropriate classroom behavior. Rewarding both teams and individuals was most successful in decreasing inappropriate behavior in all…

The paper describes a case-by-case reintegrating strategy for transfer of special education students to less restrictive environments (RLE) stressing "transenvironmental programming" (TP), student-directed interventions, and collaborative consultation. Implementation involved 10 experimental subjects and 10 controls who were elementary grade…