Students involved in systemic/behavioral intervention approaches in a behavior disorder program within a public school system demonstrated statistically significant gains in attendance, academic credits, and mainstreaming success compared to previous regular school records. Initial follow up data demonstrated more continued education, higher…

Three behaviorally disordered mainstreamed 10- to 12-year-old students were systematically trained to prompt teachers for help, praise teachers after receiving help, and prompt teachers for approval on their academic and social performance. All three subjects were able to modify the amount of teacher help they received in the regular classroom.…

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'…