Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors…

The purpose of this meta-analysis was to summarize single-case intervention research studies in which students with disabilities received function-based intervention (FBI) within inclusive school settings to address challenging behavior. A total of 27 studies were identified and systematically reviewed to determine the overall effect of FBI on…

Challenging behavior can have adverse effects on both students and teachers, and preservice teachers often report feeling ill prepared to manage this behavior. The purpose of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies…

There is considerable interest in applying Response to Intervention (RtI) as a schoolwide methodology for instruction, assessment, and intervention for students who, early in their academic careers, are struggling academically. Supporters contend that the tiered service delivery model holds great promise for many students who otherwise would fall…

Introduction: The purpose of this study was to decrease the number of talk-outs displayed with a 3rd grade student with autism. She engaged in these behaviors during work time, specialty classes such as physical education, music and library, and group work. Method: A multiple baseline probe design was used to measure the effectiveness of…

This accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities to become accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are…

Presented are vignettes about six special children and how they were helped by their teachers. The children's problems included physical handicaps, learning disabilities, and interpersonal/emotional difficulties. (SJL)

Suggesting that using children's literature as a tool for problem solving is a meaningful way for teachers to understand and help children with problems, this Digest claims that through the exploration of stories, discussion, and reflections on their own experiences, children can begin to perceive the complexities of the world in which they live.…

The math achievement of third and fourth grade special education students has been identified as an area of concern within a public school located in a small rural town located on the east coast. The purpose of this action research study was to investigate whether or not the Touch Math strategy increased the math ability of third and fourth grade…

The study examined procedures utilized in 28 elementary schools in Montgomery County (Maryland) when a student is found to have academic or behavioral problems that make functioning in the regular classroom difficult. The study examined one part of special education--how the school system initially identifies students for special services. The…

Argues against a definition of poststructural theory as generating inaction and as antithetical to concepts such as "agency" and "choice." Suggests that poststructuralist theory may have implications for practice by examining the practices in regular schools and a school for "behaviorally disturbed" children. (CMK)

A new principal remembers her humiliation when a kindergarten teacher chastised her for tying a shoe with her teeth (as taught by her handicapped mother). As a teacher, she refrained from prejudging "problem" children's actions and often violated classroom rules to accommodate students' varied needs. (MLH)

Examines factors affecting parental stress and caregiving demands and the use of support services. Data obtained from parents of children (N=231) with mental retardation or chronic illness indicate that coping with significant behavior problems was more important than disability type in determining most forms of parental stress and mental health…

Teachers' responses to inappropriate behavior were significantly lower when addressing the misbehavior of a handicapped child as opposed to misbehavior of a nonhandicapped child. When the child was handicapped, the teacher was significantly more willing to use corporal punishment, have the child reassigned, and predict future academic failure.…

Because handicapped and nonhandicapped students in a Pennsylvania elementary school were not sucessfully mainstreamed and lacked social skills, a practicum was devised to (1) teach social behavior skills to socially/emotionally maladjusted (SEM) students, and (2) present social skill intervention strategies promoting a positive attitude between…