Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with…

This article introduces a tool to help students learn to better manage their energy. The tool asks students to assess their energy levels for each waking hour over at least 2 days in order to identify patterns of activities associated with high energy and with depleted energy. The article describes how to use the tool in the classroom by…

This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based…

Conjoint Behavioral Consultation (CBC; Sheridan et al., 1996; Sheridan & Kratochwill, 2008) is an indirect intervention that engages parents, teachers, and a behavioral consultant in collaborative, structured problem solving to address shared academic, behavioral, or social-emotional concerns for a student. The goals of CBC are to (a) enhance…

This manual outlines the procedures and processes to be followed in evaluating professional growth and service of teacher personnel. Although a comprehensive evaluation should include all professional personnel, the emphasis is on beginning teachers (those in their initial year in the system) and those who, according to the principal, clearly need…

The author reviews the basic principles and theory which underly directive teaching: defining behavior, measuring and analyzing behavior, and manipulating environmental variables. (HMD)

Five steps in directive teaching are delineated: a) select target children; b) identify target behaviors; c) identify reinforcing events; d) establish plan, including instructional goals, reinforcement, and reward schedule; and e) implement and evaluate. (HMD)

A survey of 406 elementary, middle and secondary school teachers attending the 1973 summer session at Northern Illinois University was conducted to determine their familiarity with and exposure to behavioral objectives, their involvement in writing and using behavioral objectives, and their opinion of the effect of behavioral objectives on student…

Results indicated that behavior modification techniques can be applied to individual students and to entire classes by the counselor or teacher, and desirable changes should occur. (Author)

It may be possible to reduce significantly the amount of consultation time required in applying behavior modification techniques to classroom behavior problems if modifications are made in certain procedures commonly associated with a behavioral approach, including recording frequency data, teaching behavioral principles in individual cases,…

Describes a model for effective classroom management consisting of two major parts: teacher behaviors related to rule establishment and teacher behaviors related to rule enforcement. Eight categories of teacher behavior related to rule enforcement are briefly discussed. (BR)

Results of the study showed that role playing was no more effective than the control procedure. Subjects reported counselors' activities had little or no effect on their decision to initiate action. (Author)

The purpose of this study was to define and review the daily report card (DBRC) as a monitoring and/or intervention technique. In general, it has been suggested that DBRCs may be feasible, acceptable, and effective in promoting a positive student. Despite the appeal of using DBRCs, widespread endorsement cannot be made without caution. (Author)

This paper reports on a program to increase the effectiveness of English instruction with inner-city students involving the development of a systematic approach to classroom management. Implementation of the program included defining appropriate behavioral roles of teacher and students, providing positive consequences for appropriate student…

Data were collected on rate-per-minute of administering token reinforcement for one male and seven female teachers enrolled in a behavior modification seminar. The study was conducted in four self-contained and four open classrooms. In the observer-present condition, data were obtained during 15-minute classroom observation periods. In the…