Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Resource Room Programs | 3 |
| Student Behavior | 3 |
| Time on Task | 3 |
| Classroom Environment | 2 |
| Classroom Techniques | 2 |
| Elementary Education | 2 |
| Learning Disabilities | 2 |
| Mainstreaming | 2 |
| Teaching Methods | 2 |
| African American Students | 1 |
| Attention | 1 |
| More ▼ | |
Author
| Campbell-Whatley, Gloria D. | 1 |
| Friedman, Douglas L | 1 |
| Lo, Ya-yu | 1 |
| Williamson, Brenda D. | 1 |
| Ysseldyke, James E. | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
Education Level
| Grade 10 | 1 |
| High Schools | 1 |
Audience
| Practitioners | 1 |
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkWilliamson, Brenda D.; Campbell-Whatley, Gloria D.; Lo, Ya-yu – Psychology in the Schools, 2009
Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of…
Descriptors: High School Students, Student Behavior, Disabilities, Contingency Management
Peer reviewedFriedman, Douglas L; And Others – Journal of School Psychology, 1988
Investigated attention-to-task and its relation to instructional context among 24 mainstreamed children with learning disabilities. Observation of students in regular class and resource room revealed significant differences in rate of engagement for classroom setting, type of instruction, and level of peer involvement, indicating that degree of…
Descriptors: Attention, Classroom Environment, Classroom Techniques, Elementary Education
Download full textYsseldyke, James E.; And Others – 1987
Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…
Descriptors: Classroom Techniques, Comparative Analysis, Elementary Education, Emotional Disturbances
