Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry.

Miller, Madeline; And Others

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Peer reviewed

ERIC Number: EJ400615

Record Type: Journal

Publication Date: 1989

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0198-7429

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Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry.

Miller, Madeline; And Others

Behavioral Disorders, v14 n4 p215-25 Aug 1989

Two studies, involving 2 students (aged 11 to 12) with severe behavioral disorders, demonstrated that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performance, and academic skill improvement led to a reduction in inappropriate classroom behaviors. (Author/JDD)

Descriptors: Academic Achievement, Behavior Disorders, Behavior Modification, Independent Study, Instructional Effectiveness, Intermediate Grades, Learning Strategies, Outcomes of Treatment, Preadolescents, Student Behavior, Student Improvement

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Teachers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A