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Bruhn, Allison L.; McDaniel, Sara C.; Fernando, Josephine; Troughton, Leonard – Behavioral Disorders, 2016
Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal…
Descriptors: Behavior Problems, Student Behavior, At Risk Students, Goal Orientation
Bruhn, Allison Leigh; Woods-Groves, Suzanne; Fernando, Josephine; Choi, Taehoon; Troughton, Leonard – Behavioral Disorders, 2017
Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as…
Descriptors: Behavior Problems, Positive Behavior Supports, Intervention, Prevention
Lin, Yu-Chu; Morgan, Paul L.; Hillemeier, Marianne; Cook, Michael; Maczuga, Steve; Farkas, George – Behavioral Disorders, 2013
We examined three questions. First, do reading difficulties increase children's risk of behavioral difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using (a) a sample…
Descriptors: Behavior Problems, Elementary School Students, At Risk Students, Reading Difficulties

Wilson, Rich – Behavioral Disorders, 1984
A review of research regarding self-control treatments for aggressive behavior focuses on antecedent stimulus control, self-reinforcement, self-instructional training, and multiple component treatments. (CL)
Descriptors: Aggression, Behavior Problems, Intervention, Self Control

Fagen, Stanley A.; Long, Nicholas J. – Behavioral Disorders, 1979
The authors respond to their colleagues' critiques of a self-control curriculum for students with learning or emotional disorders. (SBH)
Descriptors: Behavior Problems, Curriculum Design, Emotional Disturbances, Learning Disabilities

Haring, Norris G. – Behavioral Disorders, 1979
As a response to a preceding article, the author outlines his views regarding the nature of self-control particularly as they contrast the Fagen-Long curriculum for emotionally disturbed and learning disabled students. (SBH)
Descriptors: Behavior Problems, Curriculum Design, Emotional Disturbances, Learning Disabilities

Smith, Stephen W.; And Others – Behavioral Disorders, 1994
This study investigated the effectiveness of cognitive-behavioral training in reducing angry behavior and aggression among three fourth-grade students in a multicategory resource room. Results indicated that students were able to learn the strategy and reduce undesirable behavior, maintaining decreased levels of anger and aggression over time.…
Descriptors: Aggression, Anger, Behavior Change, Behavior Problems

Fagen, Stanley A.; Long, Nicholas J. – Behavioral Disorders, 1979
The article presents an approach (the Fagen-Long Curriculum) to developing skills for self-control as a means of preventing and reducing emotional and behavioral disorders in schools. (SBH)
Descriptors: Behavior Problems, Curriculum Design, Emotional Disturbances, Intervention

Nazzaro, Jean N. – Behavioral Disorders, 1979
The article reviews programs/research on self-control which were announced in RIE (Resources in Education) and which cover three constructs: cognitive behavior modification using verbal mediation, biofeedback and relaxation training, and modeling. (SBH)
Descriptors: Behavior Problems, Contingency Management, Modeling (Psychology), Relaxation Training

Morse, William C. – Behavioral Disorders, 1979
The article critiques the Fagen-Long curriculum, an affective education program which provides emotionally disturbed and learning disturbed students with lessons in self-control. (SBH)
Descriptors: Behavior Problems, Curriculum Design, Emotional Disturbances, Humanistic Education

Polsgrove, Lewis – Behavioral Disorders, 1979
The article reports results from field research on training exceptional children in methods of behavioral self-control--an effort that has developed from interest in the generalization and maintenance of behavior and from concerns raised by educational "humanists". (SBH)
Descriptors: Behavior Problems, Cognitive Development, Emotional Disturbances, Handicapped Children

Birkimer, John C.; Brown, Joe H. – Behavioral Disorders, 1979
The study investigated the effectiveness of self-ratings vs a teacher- administered point system in reducing the disruptive behavior of five elementary level students. (SBH)
Descriptors: Behavior Change, Behavior Problems, Elementary Education, Exceptional Child Research
Kamps, Debra; Wendland, Maura; Culpepper, Michelle – Behavioral Disorders, 2006
This study presents functional assessment data from two second-grade students with behavior and academic problems. Functional assessment procedures included interview, observation, functional analysis, and intervention. Functional analysis conditions, conducted by the classroom teacher, with coaching from the researcher, indicated multiple…
Descriptors: Intervention, Functional Behavioral Assessment, Student Behavior, Behavior Problems
Ryan, Joseph B.; Peterson, Reece L. – Behavioral Disorders, 2004
The current emphasis on educating children in the least restrictive environment has resulted in the use of physical restraint procedures across all educational placement settings, including public schools. Since its initial use, restraint has been controversial. Professionals who use physical restraint claim that it is necessary to safely manage…
Descriptors: Child Advocacy, Behavior Disorders, Behavior Problems, Student Placement

Smith, Deborah, J.; And Others – Behavioral Disorders, 1988
Four junior high aged students (three behaviorally disordered and one learning disabled) received self-management training, without the external control of a token program. The self-evaluation procedures reduced students' off-task and disruptive behaviors in the resource room, but there was little or no spontaneous generalization to the students'…
Descriptors: Behavior Disorders, Behavior Modification, Behavior Problems, Classroom Techniques