Comprehensive classroom management that promotes positive student behavior is necessary in secondary school. Techniques must be easy for teachers to manage across multiple class periods and be developmentally appropriate for older students. While previous literature has examined elements of classroom management in isolation, this study introduced…

The article offers a classroom management technique, PASSWORD, that facilitates the smooth transition of handicapped students from the resource room to the regular class. Students are each asked a "code question," usually a review question, the answer to which is the password for leaving the resource room. (DB)

The author discusses aspects to be considered by resource room teachers of deaf students to implement media in the classroom. Among topics discussed are student needs, degree of mainstreaming, media equipment and personnel, and preparation and use of materials. (CL)

The Visual Response System (VRS), a specially constructed resource room, has three powerful instructional features: (1) active student response, (2) immediate feedback, and (3) student-student interaction. Suggestions are offered for adapting the VRS system to the conventional classroom. Methods for increasing student response, providing feedback,…

A kitchen timer, three-minute egg timer, and individual clocks made from paper plates were used to teach time management strategies to learning disabled elementary school students in a resource room. Their attention span increased, work habits improved, and there was less frustration for both teacher and students. (VW)

The handbook outlines a resource room program which provides an alternative to segregated special classes for mildly handicapped elementary students. The primary goal of the resource room is to maintain students with special needs in a regular classroom by providing supportive and educationally related services both to the student and to his/her…

A teacher describes the organization of her resource room program for learning disabled elementary grade students emphasizing increased academic learning time through structured direct instruction and independent work time, activities to reinforce individual and small group instruction, and systematic material storage and recordkeeping. (DB)

Comparison of teaching behaviors across grade level and educational setting (resource and self-contained) of 65 beginning teachers found main effects for both grade level and educational setting including that elementary teachers provided more transitions between instructional activities and that teachers in self-contained settings exhibited more…

The reading instruction, grouping practices, and outcomes for 59 students with learning disabilities (LD) in resource room settings were examined by this follow-up study. Whole class instruction was the dominant grouping format and only half of the special education teachers provided differentiated materials and instruction. Overall, no…

The response cost (RC) procedure has been applied in regular classrooms and playgrounds, self-contained and resource rooms, and residential settings with normal children and elementary-age, behavior-disordered children. RC involves the removal of previously awarded or earned reinforcers for the purpose of reducing deviant, maladaptive, or…

This article offers multiplication fact memorization training techniques that have been successfully used with students with learning disabilities in resource room and clinical settings. Techniques include organizing the facts, using finger multiplication, visual mnemonic flashcards, and musical reinforcement. (DB)

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)

Social status of learning-disabled (LD) elementary students served by the Integrated Classroom Model was compared to that of LD elementary students in a regular class with resource room support. Results suggest that, although both groups had lower social status than nondisabled peers, ICM students blended into the classroom better. (Author/PB)

Discusses how gifted students can experience the musical and pictorial magic of language through storytelling. Techniques and activities to be used in the general classroom or gifted pull-out programs are presented for sharing personal expression, the joy of language, and new styles of thought and expression. (CR)

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)