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Direct linkJohns E., Beverly H.; Crowley, Paula; Guetzloe, Eleanor – Focus on Exceptional Children, 2008
Foremost in an effective curriculum for students with emotional and behavioral disorder (E/BD) is a high level of engaged time--time spent doing meaningful learning activities. Engaged time (time-on-task) is the portion of instructional time that students spend directly involved in learning activities. Walker and Severson (1992) defined the…
Descriptors: Teacher Effectiveness, Learning Activities, Time Factors (Learning), Teaching Methods
Peer reviewedEdwards, Linda L.; O'Toole, Barbara – Focus on Exceptional Children, 1985
Guidelines are offered regarding use of Teaching Children Self Control, a curriculum combining affective and cognitive tasks. Implementation and organizational approaches are discussed along with suggestions for developing a management system and deciding on mode for presentation (theme or subject teaching). Research on the curriculum's…
Descriptors: Behavior Disorders, Curriculum Guides, Elementary Secondary Education, Program Implementation
Cook, Mary N. – Focus on Exceptional Children, 2005
Successful intervention for severely disruptive children is likely to require effort and collaboration among pediatric mental health specialists, parents, and school staff. Children with severe disruptive behavior disorders usually require follow-up with credentialed pediatric mental health specialists and may need special classrooms, schools, or…
Descriptors: Psychological Patterns, Teaching Methods, School Counselors, Hyperactivity
