Three types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers' attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher…

Teaching objectives in special education are different from those in the ordinary classroom. Educational programmes for special needs students are focused on individual learning, achievement and progress. Thus, the instruction in special education classrooms and resource rooms in inclusive schools has to be specific, directed and individualised.…

At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…

Challenging behaviors are one of the most common concerns of early educators, and preschool teachers continue to report feeling unprepared to meet the needs of children displaying challenging behaviors. Overall, traditional standardized classroom assessments have evaluated global classroom quality, but they may not capture the reciprocal and…

The development of independent behavior is a critical, challenging process for all youth as they pass through the high school environment into adulthood. Although most high school students gain skills related to independence, the independent behaviors of their peers with autism spectrum disorder (ASD) plateau and decline. These skill deficits and…

Rewards and punishments have a major role in behavior change strategies. The purpose of the study is to identify the most efficient modalities of intervening on the child's disturbing behavior applying the punishment-reward duet. The conclusions further to the research provide relevant data for improving pupils' conduct by applying the most…

In an earlier article (EJ1058920), Lee Kern and Joseph H. Wehby identified the reasons and process for using adaptive intensive behavioral intervention. Kern and Wehby use this article to present a fictional example of how the intervention is applied. Isaac, a 12 year old, 7th grade student at Highland Middle School, had a history of behavior…

"Fast Track" is a comprehensive intervention designed to reduce conduct problems and promote academic, behavioral, and social improvement. The program's components include the "Promoting Alternative THinking Strategies" curriculum, parent groups, parent-child sharing time, child social skills training, home visiting, child…

Inspired by Nurture Groups, Kangaroo Class (KC) programmes have been gradually expanding in francophone schools throughout the Canadian Province of Quebec. These classes are designed for primary students with social, emotional and behavioural difficulties (SEBDs) and aim to provide children with a nurturing and predictable environment. To date, KC…

Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student's pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational…

We compared differential reinforcement plus escape extinction to noncontingent reinforcement plus escape extinction to treat food selectivity exhibited by a young child with autism. The interventions were equally effective for increasing bite acceptance and decreasing problem behaviors. However, a social validity measure suggested that…

Vocal stereotypy is a common problem behavior in individuals with autism spectrum disorders that may interfere considerably with learning and social inclusion. To assist clinicians in treating the behavior and to guide researchers in identifying gaps in the research literature, the authors provide an overview of research on vocal stereotypy in…

Response redirection and response blocking reduce stereotypy maintained by automatic reinforcement. The current study evaluated the effects of redirection and response blocking on the stereotypic responding of three elementary-age children diagnosed with autism. During the treatment evaluation, redirection and response blocking were evaluated…

The present study examined the effectiveness of Social Stories[TM], and Social Stories paired with a differential reinforcement procedure on disruptive behaviors of two elementary school children diagnosed with pervasive developmental disorder-not otherwise specified (PDD-NOS) and attention deficit hyperactivity disorder (ADHD). We implemented a…

Three children who displayed destructive behavior maintained by negative reinforcement received functional communication training (FCT). During FCT, the children were required to complete a demand and then to mand (touch a card attached to a microswitch, sign, or vocalize) to receive brief play breaks. Prior to and 1 to 3 times following the…