Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…

Young students starting school for the first time (e.g., kindergarteners) often benefit from more than typical intensity of behavioral support. Learning new social expectations, routines, and interaction patterns can be daunting. This is an important concern for schools implementing positive behavioral interventions and supports (PBIS). Learning a…

Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); however, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained…

Based on the principles of applied behavior analysis (ABA), discrete trial training (DTT) is used to develop a new response to a stimulus. DTT is based upon the principle of breaking down behavior into discrete steps called a "single teaching unit" or learning trials. Trials are repeated several times with the learner receiving…

The article presents an ethnographic study conducted in a class in a government-run primary school in Delhi. It was found that a chief concern in the school was that of disciplining children. In the observed class, this took the shape of controlling children's bodies and motor movements. It is argued that through disciplining, teachers were…

This bridge study evaluated the effects of contingency-specifying instructions (CSIs) and incomplete instructions (IIs) in terms of establishing instructional control of appropriate behavior. Results suggested that instructional control and maintenance were achieved with CSIs but not with IIs. Results are discussed in terms of the potential use of…

The article presents the case study of an autistic 12-year-old boy who was taught to increase the quality and decrease the size of his written letters. (PHR)

A study examined the effectiveness of the Power Card Strategy in teaching sportsmanship skills to a 10-year-old girl with autism. The strategy incorporates special interests to teach and reinforce academic, behavior, and social skills. The strategy was effective in teaching sportsmanship skills and the behavioral generalized across multiple…

Offers techniques for teachers to become more acquainted with students and their different personality types. Lists factors that may contribute to why a child is difficult in class and discusses some of the different kinds of atmospheres that can be generated in order to make the classroom a more peaceful place. (CW)

Four alternative strategies to enhance learning-disabled students' learning and improve their self-concept include creative writing, peer tutoring, creative teaching, and behavior modification. (DB)

A study involving four boys (ages 8-9) with developmental disabilities and autism found that a four-step procedure (functional analysis, descriptive assessment, establishing operations analysis, and follow-up evaluation), was effective in identifying methods of instruction that decreased the likelihood of destructive behaviors without disrupting…

The present paper reviews the literature regarding time-out interventions employed in home, school, and clinical settings. Characteristics examined include types of time-out, populations and settings, legal implications, and research implications. Policy recommendations for teachers, parents, and clinicians regarding time-out interventions are…

Reports on a study which attempted to determine whether an academic contingency system that successfully modified academic performance and on-task behavior of selected target children would also lead to vicarious academic or behavioral effects in non-target children. Results show that it did not. (CMG)

Background: Embedded instruction and discrete-trial training are both recommended for teaching children with autism, but there is little research available comparing the two. The present study compared embedded instruction with discrete-trial training for a 12-year-old boy with autism. Method: An initial functional analysis indicated that the…

An informal study examined the impact of a simple behavior modification procedure on the reading habits of second and fifth grade students. Behavior modification theory was pared down to two rules ("reinforce proper behavior" and "reinforce anything close to proper behavior") so that no additional burdens would be placed on…