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)

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…

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…

Sixty-eight teachers were randomly assigned to one of four experimental conditions involving written information descriptions (positive and negative) and videotaped behavior (withdrawn and acting out). Findings suggest that a behaviorally disordered child should be seen as a student with specific problems within the normal range of behavior.…

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…

Results of a study of five subjects (ages 7-9) in a multicategorical resource room employing a token economy indicated that the addition of a daily review of classroom rules resulted in an overall time-on-task improvement of 12% and a 50% reduction of instances of disruptive "talkout." (Author/JW)

Investigated were the effects of a jogging program on talking out and out of seat behaviors exhibited by six elementary-aged behaviorally disordered students in a resource room setting. Results indicate a decrease in the occurrence of both behaviors following jogging for five of the six students. (Author/JDD)

A study of the reintegration of 382 severely emotionally disturbed/behaviorally disordered students (preschool through secondary) into less restrictive programs revealed that the expected continuum of services (most to least restrictive) were reversed. The predominant placement was full integration, followed in descending order by resource and…

Videotaping to promote self-monitoring was used to successfully reduce the incidence of self-injurious behavior in a 15-year-old behavior disordered subject within both the resource room and regular classroom settings. (DB)

A resource room and special station program for seriously emotionally disturbed junior high school youth is described. The author discusses the philosophy and programs of the Responsibility Resource Rooms and Resource Center. (Author/PHR)

Teachers (n=233) of behaviorally disordered students in Iowa, Kansas, and Nebraska were surveyed concerning time spent on: evaluation, teaching, preparation/planning, consultation, and indirect support to students. No significant differences were found between resource and self-contained classroom teachers, nor in the use of time between 1980 and…

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…

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'…