While noncompliance is a concerning challenging behavior and commonly reported by educators, its measurement is likely to be invalid and inaccurate given the subjectivity of the operational definition. Engagement is offered as a more valid, accurate measurement that may provide data regarding the amount of instruction accessed by the student. In…

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Students with challenging behavior severe enough to warrant placement in a self-contained special education classroom statistically have poor school and post-school outcomes compared to typical peers. Teachers in these classrooms often lack sufficient training to meet student needs. This pilot study investigated the use of a telehealth…

The paper describes a method of observation and data recording for use with the acting-out child in the classroom. The form is explained to provide a record of behavior, measure rate, and note consequent social responses to the child's behavior from the environment, while also monitoring the behavior of the child's peers during observation…

Thirty third and fourth grade students were observed over two entire school days to examine the nature of instruction and academic responding time for students of high, middle, and low teacher-perceived behavioral competence. Across all groups, it was found that students spent about 45 minutes in a typical school day actively engaged in academic…

This kit presents the Systematic Screening for Behavior Disorders (SSBD) as a tool to identify behavior disorders in elementary-aged students. The SSBD procedure is a three-stage, multiple-gating mass screening system. In the first stage the teacher systematically ranks all students according to either externalizing or internalizing behavioral…

This paper provides an overview of the different patterns of behavior problems that teachers are likely to encounter in the classroom. Different systems for categorizing learning and behavioral problems are considered. Suggestions for informal observation of classroom behavior are included. (Author/BE)