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Two Resource Room Models for Serving Learning and Behavior Disordered Pupils.
Peer reviewed Peer reviewed
Wixson, S. E. – Behavioral Disorders, 1980
The findings indicated that the two-component (direct and indirect service) resource room model successfully served a greater number of pupils than did the direct-services-only model. However, the two-component model achieved fewer successful program completions in the direct services component than did the single component model. (Author/DLS)
Descriptors: Behavior Problems, Exceptional Child Research, Learning Disabilities, Models
Deviant Behavior in Learning Disabled and Behaviorally Disordered Students as a Function of Level and Placement.
Peer reviewed Peer reviewed
Sindelar, Paul T.; And Others – Behavioral Disorders, 1985
Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…
Descriptors: Age Differences, Behavior Disorders, Behavior Problems, Elementary Secondary Education
A Level System for Managing Problem Behaviors in a High School Resource Program.
Peer reviewed Peer reviewed
Mastropieri, Margo A.; And Others – Behavioral Disorders, 1988
Two variations of a level system as a behavior management tool for behavior-disordered and learning-disabled adolescents (N=19) in a resource setting were evaluated. Four color-coded levels were designed to decrease talkouts and out-of-seat behaviors. During system implementation, disruptive and off-task behaviors decreased, and task completion…
Descriptors: Academic Achievement, Adolescents, Attention, Behavior Disorders
Epidemiologic Data on Seriously Emotionally Disturbed and Learning Disabled Adolescents: Reporting Extreme Depressive Symptomatology.
Peer reviewed Peer reviewed
Maag, John W.; Behrens, John T. – Behavioral Disorders, 1989
The study examined the relationship between extreme levels of depressive symptomatology and age, gender, and placement label among 465 secondary-level students in special education resource programs for the seriously emotionally disturbed and learning disabled. Gender was the only significant predictor of severe depressive symptomatology, with…
Descriptors: Age Differences, Depression (Psychology), Emotional Disturbances, Incidence
A Group-Oriented Timeout Ribbon Procedure.
Peer reviewed Peer reviewed
Salend, Spencer J.; Gordon, Barbara D. – Behavioral Disorders, 1987
An interdependent group-oriented timeout ribbon procedure was effective in decreasing the inappropriate verbalizations of two groups of resource room students (grades 1-3). A timeout ribbon was removed for one minute following inappropriate verbalizations, during which time the group lost the opportunity to earn tokens for activity or tangible…
Descriptors: Behavior Modification, Classroom Techniques, Contingency Management, Emotional Disturbances
Reducing the Disruptive Behavior of Junior High School Students: A Classroom Self-Management Procedure.
Peer reviewed Peer reviewed
Smith, Deborah, J.; And Others – Behavioral Disorders, 1988
Four junior high aged students (three behaviorally disordered and one learning disabled) received self-management training, without the external control of a token program. The self-evaluation procedures reduced students' off-task and disruptive behaviors in the resource room, but there was little or no spontaneous generalization to the students'…
Descriptors: Behavior Disorders, Behavior Modification, Behavior Problems, Classroom Techniques