Nine textbooks used in applied behavior analysis courses for future teachers of students with disabilities were examined to determine how concepts of positive behavioral support were treated. The study found that, although many of these concepts and practices were discussed in the texts, none promoted the approach as a holistic philosophy for…

Twelve practical strategies that can be used by classroom teachers to prevent behavioral escalation are discussed, including reinforce calm, know the triggers, pay attention to anything unusual, do not escalate, intervene early, know the function of problem behavior, use extinction wisely, teach prosocial behavior, and teach academic survival…

Research on a team game designed to reinforce positive target behaviors is reviewed. Classroom organization, reinforcement criteria, when and how long to play the game, and reinforcement for winning teams are discussed, as are two variants on the original game. The game is found to be highly effective in reducing talking and out-of-seat behavior.…

Maintains that a survey of beginning social studies teachers would probably show that their major concern is classroom discipline. Discusses discipline-related issues such as why do students obey rules, what actions should be taken, and discipline strategies. (CFR)

In inclusive schools, teachers must adjust classroom behavior management concepts to new classroom situations of learning and discipline. Collaboration with administrators and other staff members provides teachers with additional ideas and resources. The paper discusses why collaboration fails, why it is difficult, and necessary components for…

Two studies conducted with elementary-age children who displayed behavior problems (some with mild mental retardation) found that task preferences, task demands, and adult attention showed a positive relationship to improved behavior for some subjects. The studies were conducted in an outpatient clinic and a classroom. (Author/JDD)

A self-management training and reinforcement package was implemented with three seriously emotionally disturbed adolescents. After five weeks of training, all subjects demonstrated substantial improvements in classroom behavior when the teacher was out of the room, though explicit instruction was required for transfer of skills to walking between…

This case study of a 6-year-old boy with attention-deficit hyperactivity disorder discusses the advantages of combining person-centered planning and functional analysis to develop and implement broad-based behavioral-support plans. The support plan resulted in decreased challenging behavior, increased functional communication, improved academic…

A survey of 692 regular and special educators found that teachers selected punishing and exclusionary interventions most often for Asian-American students and least often for Hispanic-American students. Special educators were more likely than regular educators to use behavior interventions. Implications for teacher training, teacher…

Six teachers of students with emotional/behavioral disorders were observed during reading instruction and interviewed. Three teachers provided some reading instruction that was documented as effective and designed to meet students' needs. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative…

In this article, the authors describe 12 practical strategies identified as empirically effective in preventing behavioral escalation in students: (1) Reinforce calm and on-task behaviors; (2) Know the triggers; (3) Pay attention to anything unusual about the student's behavior; (4) Do not escalate along with the student; (5) Offer students…

The purpose of this article is to summarize information presented in the prior articles into practical strategies physical educators can use when teaching children with autism. The authors divided the article into three areas: (1) structuring the environment; (2) accommodating communication challenges; and (3) preventing challenging behaviors.…

Drawing on current research and best practices, this second part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for systematically teaching, supporting and reinforcing positive behaviour in the classroom. A proactive approach to classroom management is designed to…

Concern for disruptive behavior in the classroom has been an ongoing issue at the local, state, and national level. This report describes a program for improving behavior and academic success through a caring classroom. The targeted population consisted of elementary students in growing rural and urban communities at three different elementary…

This report describes the second module of an early intervention program for at-risk kindergartners who show the early signs of antisocial behavior patterns. The second module of the "First Steps" program describes a school intervention involving the target child, peers, and teachers that teaches an adaptive, prosocial pattern of school…