Many teachers struggle with effectively managing challenging behavior, which occurs in the majority of classrooms serving young children. Teachers of young children (ages 3-8) commonly cite noncompliance, aggression, disruptive behavior, and poor social skills as being among the most challenging behaviors (Snell et al., 2012). For many of these…

The following stages in planning a token economy with students having behavior problems are discussed: (1) identifying target behaviors; (2) specifying and selecting reinforcers; (3) identifying token types and schedules; (4) planning token distribution and redemption; (5) initiating and implementing the token economy system; and (6) planning…

Joint teacher and student development of a contingency management plan to help control disruptive behavior was explored with a class of 13 mildly mentally retarded elementary school children after several less extensive teacher directed contingencies were unsuccessful. All students in the self contained classroom had extensive school histories of…

The Contingencies for Learning Academic and Social Skills (CLASS) program is described. CLASS is a comprehensive, self-contained behavior management package designed for remediation of the behavior problems of disruptive, acting-out students in Kindergarten through grade 3. (Author/MH)

Selected literature on the use of daily/weekly report cards with parent-managed contingencies to modify school learning and behavior problems is reviewed. The development, implementation, evaluation, and fading of such programs are discussed and were found to be effective in modifying numerous school-related problem behaviors. (Author/RL)

This article reviews the current research-based knowledge on nonpharmacological interventions for students with attention deficit disorder and highlights findings related to behavior management, academic instruction, home and school collaboration, and comprehensive programing. A lack of research is noted on interventions concerning daily classroom…

The case study is designed to be used with the inservice training program developed by the Child-Centered Inservice Training and Technical Assistance Network (Syracuse, New York), which provides services to professional and paraprofessional personnel working with students with severe disabilities receiving their education in regular education…