This study explored the effects of School-Wide Positive Behavior Interventions and Supports (SWPBIS) on school suspensions and behavioral incidents for elementary and intermediate schools in Georgia implementing with fidelity by comparing results with a propensity score--matched comparison group of schools that never received SWPBIS training.…

Differential reinforcement of low rates of responding was used to reduce the disruptive behaviors of a blind 12-year-old boy with a learning disability. The subject earned reinforcers by not exceeding the established criterion of disruptive behaviors. An overall 88 percent reduction in target behaviors was observed across a 26-day period.…

A home-based reinforcement program was instituted with three underachieving fourth graders who exhibited inappropriate behavior. Each day the children brought home a workbook assignment indicating percentage of correct responses and parents provided reinforcement for correct items and for improvement over time. Effectiveness on completion of daily…

Off-task and disruptive behavior in two fifth graders decreased rapidly during an intervention in which, working in dyads, they served either as peer monitors or point earners. Peer-monitor and point-earner roles, when alternated on an every-other-day basis, were equally effective in reducing inappropriate behavior. (Author/JW)

A cost response program, implemented to reduce disruptive vocalizations of a moderately mentally retarded 12-year-old, integrated into fifth- and sixth-grade classrooms for study periods, focused on independent destination skills, correct completion of study work, and self-monitoring. Disruptions were reduced within seven days, with generalization…

Intermediate grade children (N=24) nominated by teachers for aggressive or hostile behavior were assigned to experimental or control groups, with experimental group receiving a group counseling intervention focusing on cognitive behavior techniques, modeling, role playing, and positive reinforcement. Results suggest that, compared to controls,…

A study was conducted to determine whether group relaxation training combined with guided fantasy as a method of covert cognitive rehearsal would be more effective than story-listening or no special treatment in enabling "problematic" children to decrease muscle tension, activity level, and behavior problems and to increase academic performance…

Two sixth-grade, hearing-impaired students were studied to determine the effectiveness of stress management techniques using biofeedback instruments to monitor their nervous and cardiovascular systems. The male student had behavior problems, exhibiting explosive behavior without warning. The female student experienced excessive audible inhalations…

A multiple-baseline-across-subjects study found that training in self-management reduced the inappropriate verbalizations of two middle school students with learning disabilities in a special class setting. The students also progressed more rapidly through the classroom token-economy levels system, designed to improve academic and social skills…

This study found that use of a dependent group evaluation system effectively decreased the group's inappropriate verbalizations and that the 9 students (ages 11-13) with disabilities had positive reactions to the system. The system involved delivering reinforcement based on an identified student's rating and congruence of the student's rating with…

This book presents ways in which teachers can build virtue and character in middle and high school students. The text is divided into three parts. In part 1, "Measuring Virtue," ways in which virtue can be restored to education are explored. The chapters examine the problems teachers face, the elements of virtue, how to make virtue operational,…

Two behavioral interventions (social reinforcement and token economy) and two cognitive-behavioral interventions (self-monitoring of work completed and academic self-instructional training) were rated by 203 special education teachers for acceptability at both mild and severe levels of academic and behavioral problems. Hypothetical case studies…

Twenty students (ages 11-15) with disabilities used a consensus-based group evaluation system to evaluate their group's behavior during a specified time period. Comparing team ratings to teacher ratings and delivering reinforcement (based on group behavior and team accuracy in rating behavior) was found to be an effective strategy for modifying…

A case study of a sixth-grade boy with traumatic brain injury and behavior problems illustrates the use of an in-school action team to provide behavioral support. The team included special and regular educators, parents, a vice principal, and a member of a school-wide team with behavioral expertise. (CR)

Aimed at helping the most vulnerable young adolescents, this book attempts to provide tools and techniques for practitioners working with youth at risk for academic, behavioral, and emotional difficulties resulting from such factors as difficult family situations, learning problems, or socioeconomic disadvantage. The SPARK curriculum combines a…