Disruptive student behavior in middle school is associated with negative outcomes, including poor grades, low achievement scores, dropout, lost teaching time, teacher burnout, and societal expenditures. Classroom Behavior Management (CBM) strategies are effective at reducing disruptive behavior, decreasing teacher stress, and increasing…

Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…

This study sought to systematically examine the academic behavior of children with ADHD in different instructional contexts in an analogue classroom setting. A total of 33 children with ADHD participated in a reading comprehension activity followed by a testing period and were randomly assigned within days to either small-group instruction,…

An alternating treatments design was used to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems. During the mixed responding condition, five out of six students demonstrated a lower rate of…

Two third-grade Taiwanese students at risk for emotional and behavioral disorders participated in a pull-out, small-group social skills training program developed to promote their skill acquisition and maintenance. Using a multiple baseline across skills design, the authors demonstrated that both participants made marked performance improvement in…

This study examined effects of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of nine elementary school students with emotional and behavioral disorders (EBD). Results indicated the increased response opportunities resulted in increased correct responses and task engagement and decreased…

This study examined the relationship between opportunities to respond (OTR) to academic requests and teacher praise in 20 classrooms for students with emotional and/or behavior disorders using time-window sequential analysis. Results suggest that: (1) a summary-level relationship represented by a significant positive correlation and (2) a…

Evaluation of peer-mediated reading instruction with three fifth-grade and sixth-grade boys with behavior disorders found that marked improvement in on-task behavior and positive peer-to-peer comments corresponded to the implementation of peer-mediated instruction. (Author/DB)

This comparative analysis examined effects of direct instruction, cooperative learning, and independent learning instructional practices on the classroom behavior of four third graders with behavior disorders. In the direct instruction condition, students displayed higher rates of on-task behavior and lower rates of disruptive behavior relative to…

A study examined the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of nine elementary students with emotional and behavioral disorders and the effect of increased rates of behavior-specific praise on students' on-task behavior, which increased when behavior-specific praise increased and…

This study explored relative contributions of variables underlying 30 elementary teachers' referral judgments. Best predictors of referral were teachers' judgments about presence of behavioral problems and students' academic competence, while demography, off-task behavior, and teachers' stress failed to contribute significantly. (Contains…

This paper describes implementation of a combined active training and consultation project with 64 school staff members in a large urban district. Participation was broadly associated with increased staff knowledge of effective behavior management and instructional strategies, successful implementation of skills at the classroom level with…

Treatment effects of three behavior management evaluation methods (teacher evaluation, self-evaluation, and group evaluation) were investigated among three male adolescents with serious emotional disturbances. Significantly improved academic performance was associated with self-evaluation and group evaluation methods. Time on task remained…

This case study reports how modifications to an existing behavior management plan improved the behavioral intervention of a third-grade boy diagnosed with attention-deficit/hyperactivity disorder. A multiple baseline design across setting was used to demonstrate the effectiveness of the modified intervention. Teachers overwhelmingly accepted the…

A descriptive analysis of disruptive behavior was generated from filmed observations before and after self-management training with 2 junior high students, ages 13-14, with serious emotional disturbance. Self-management training included modeling, rehearsal, and rehearsal in the apparent absence of supervision. Conditions associated with problem…