The use of interventions to create behavior change among students with disabilities has an extended and complex history (Horner et al., 2005). Practitioners involved in the field of special education often debate best practices from an immense array of available interventions (Heflin & Simpson, 1998). Service providers express concern about…

Those who accept some responsibility for the young owe it to them to search for alternatives to punishment as a means of assisting the progress of their education. Alternatives are discussed. For example, one appropriate alternative is the separation of children from particular environments where they do not do well. (RM)

Describes a disciplinary technique based on a Student Behavior Report that involves immediate feedback for student infractions and cooperation from administrators, teachers, parents, and students. (MD)

The effectiveness claims for Assertive Discipline made by Lee Canter and other advocates are not supported by the limited research that has been conducted in the program's 12 years of existence. (Author/TE)

The purpose of this paper is to review the literature regarding some of the past practices of discipline and to explore the changes in discipline that have been made in our schools, the alternatives that have resulted, and a specific approach--in-school suspension--that has taken root in contemporary education as a result of this change. A review…

The article defines punishment; describes types of punishers used with handicapped students (response cost, time out, overcorrection, contingent exercise, aversive conditioning); discusses the role of punishers; outlines policies and procedures; and gives guidelines for establishing priority levels of target behaviors and hierarchical levels of…

An inschool suspension program at a Pennsylvania school district is described. Students spend suspension time completing classroom assignments under strict teacher supervision in detention halls. (TE)

Consistent, unemotional use of timeout, without ancillary punishers, is shown to result in typical extinction curves (rather than the steeper gradient of punishment curves) for both autistic and mentally impaired children with widely different abrasive behaviors. Dangers of punishment and the therapeutic value of reduced environmental stimulation…

Points out that much research has shown that punishing incorrect behavior in children results in faster learning than does reinforcing correct behavior. Suggests nonphysical punishments for classroom use. (FL)

Outlines nonintrusive and intrusive strategies for effective classroom management of inappropriate behavior. Describes discipline as a system made up of preventative and intervention strategies designed to manage rather than control student behavior. Discusses planned ignoring, praise, conferences, progress reports, and time out, among other…

Methods of dealing with students' inappropriate behavior, noncompliance, and conflict can be implemented at different levels within the school. Schoolwide interventions include expulsion, suspension, and physical punishment. Classroom interventions include time out, verbal reprimands and commands, logical consequences, and surface management…

Fourteen students, aged 7-24, with severe developmental disabilities who exhibited frequent aggression, self-injury, and/or tantrums were assessed to engage in problem behavior maintained by social attention or by escape from unpleasant situations. The differential effectiveness of praise and time-out was measured, indicating the importance of…

Outlines some positive steps for reducing the undesirable classroom behavior of preschool children. (ED)

This handbook describes the use of corporal punishment, attitudes towards it, and alternatives to it. Topics covered include: (1) a definition of corporal punishment; (2) descriptions and examples of different types; (3) a brief history of its use in schools and society; (4) arguments in favor of its use; (5) arguments for abolition; (6)…

In a response to the previous article questioning the effectiveness of Assertive Discipline, it is maintained that the decision to implement a program should be based on many factors in addition to research, and that from a practitioner's standpoint, Assertive Discipline works. (Author/TE)