|
Click on
Shop Hoagies' Page before you visit your favorite on-line stores
including Amazon
and many more of your favorite stores. Thanks for
making Hoagies' Gifted community possible!
Donations
Your donations help keep Hoagies' Gifted Education Page on-line.
Support Hoagies' Page!
| |
Disruptive Behavior (updated December
1998)
What strategies and interventions can be used to
eliminate disruptive behavior in
students?
This file includes information about disruptive behavior.
Following are links to related ERIC Digests, minibibliographies, frequently asked questions (FAQs), Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of ERIC documents (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
disabilities or special education
AND
behavior change OR behavior modification OR change
strategies
ED417563
EC306310
Understanding and Managing Behavior of Young
Children. Videotape .
Colorado Univ. Health Sciences Center, Denver. School of Nursing.
1998; 0p.
Available
From: Learner Managed Designs, Inc., 647 Massachusetts St., P.O.
Box 747, Lawrence, KS
66044; toll-free telephone: 800-467-1644.
Document Not
Available from EDRS.
Document Type: AUDIOVISUAL MATERIAL (100)
Geographic Source:
U.S.;
Massachusetts
Target Audience: Practitioners
This
two-part, 50-minute video
explores causes of challenging behavior in young children and is
designed to help teachers and
other caregivers intervene effectively. Behavior management
strategies and techniques are
presented. The first part of the video covers the behavior of
children who experience such
problems as extreme temper tantrums, isolation, aggression, and
violent behavior. The second
part of the video addresses behavior problems of children with
disabilities such as Fragile X,
developmental disabilities, and attention deficit disorders, and
describes how practitioners can
work with these children in the classroom environment.
Descriptors: *Aggression;
Attention Deficit Disorders; *Behavior Disorders; *Behavior
Modification; Behavior Problems;
*Classroom Techniques; *Disabilities; Early Childhood Education;
Etiology; *Intervention;
Mental Retardation; Social Isolation; Videotape Recordings; Young
Children Identifiers:
Fragile X Syndrome ED415636 EC306119
Addressing
Student Problem Behavior:
An IEP Team's Introduction to Functional Behavioral Assessment
and Behavior Intervention
Plans.
Quinn, Mary Magee; Gable, Robert A.; Rutherford,
Robert B., Jr.; Nelson, C.
Michael; Howell, Kenneth W.
American Institutes for
Research, Washington, DC. Center
for Effective Collaboration andPractice. 1998; 26p. Sponsoring
Agency: Special Education
Programs (ED/OSERS), Washington, DC.; National Inst. of Mental
Health (DHHS), Rockville,
MD. Child and Adolescent Service System Program.
Contract
No: H237T60005
EDRS Price - MF01/PC02 Plus Postage.
Document Type:
NON-CLASSROOM
MATERIAL (055); REVIEW LITERATURE(070)
Geographic Source:
U.S.; District of
Columbia
This paper provides guidelines for conducting a
functional behavioral
assessment and developing positive behavior intervention plans
with students who have behavior
disorders or other disabilities in the context of requirements of
the 1997 Amendments to the
Individuals with Disabilities Education Act (IDEA). After an
introduction, rights and
requirements under IDEA are specified, as are the roles and
responsibilities of the Individualized
Education Program (IEP) team members. Next, the value of a
functional assessment of behavior
is presented, including examples to illustrate underlying causes
for "acting out" behavior.
Techniques for conducting the functional behavioral assessment
are then presented and include
identifying the problem behavior, indirect assessment using an
informant, data analysis, and
development of an hypothesis statement. The following section
offers ideas for IEP teams to
consider when developing behavior intervention plans. These
include the formation of specific
goals and objectives and specification of activities to
accomplish the goals and objectives for
addressing skill deficits, performance deficits, and both skill
and performance deficits. The final
two sections consider ways to modify the learning environment and
to evaluate the behavior
intervention plan. Attached are a list of organizational
resources and sample forms for
conducting and analyzing a behavioral assessment.
Descriptors: Behavior Change;
*Behavior Disorders; Behavior Problems; Behavioral Science
Research; Educational Legislation;
Elementary Secondary Education; Federal Legislation;
*Individualized Education Programs;
Interdisciplinary Approach; *Intervention; Legal Responsibility;
Program Development;
*Student Evaluation; Student Rights Identifiers: *Functional
Assessment; *Individuals with
Disabilities EducationAct Amend ED412678 EC305876
Teaching Children and
Youth Self-Control: Applications of Perceptual Control Theory.
From the Second CCBD
Mini-Library Series: Successful Interventions for the 21st
Century.
Maag, John W.
Council for Children with Behavioral Disorders. 1998; 46p.
ISBN: 0-86586-310-5
Available From: Council for Exceptional Children, 1920
Association Dr., Reston, VA
20191-1589 (stock no. D5244).1-888-232-7733.
EDRS Price -
MF01 Plus Postage. PC Not
Available from EDRS.
Document Type: NON-CLASSROOM MATERIAL
(055);
PROJECT DESCRIPTION(141)
Geograpic Source: U.S.; Virginia
This monograph
discusses using an approach based on perceptual control theory
(PCT) to teach self-control to
children and youth with emotional and behavioral disorders. PCT
is described as a general
approach to understanding self-regulated systems that relies on
the theory that behavior controls
an individual's perceptions rather than the perceptions
controlling behavior generally assumed by
most people. After an introductory chapter, Chapter 2, "Overview
of Perceptual Control
Theory," describes the basic tenets of PCT and includes real-life
examples, describes the levels
of PCT, and compares PCT to some traditional conceptualizations
of behavior to provide a frame
of reference for the intervention techniques. Chapter 3,
"Questioning Method for Getting
Children and Youth to Think," describes the rationale for
questioning children and youth and
provides five recommended questions for teaching self-control.
Chapter 4, "Teaching Children
and Youth to Make a Plan," discusses the five components in this
process, including identifying
an area for improvement, setting a measurable goal, creating a
detailed outline, self-monitoring
performances, and setting up a feedback chart depicting process.
A sample planning sheet and
feedback chart are provided. A concluding chapter describes ways
for dealing with children and
youth who continually break rules.
Descriptors: *Behavior
Disorders; *Behavior
Modification; Elementary Secondary Education; *Emotional
Disturbances; *Self Control; *Self
Management; Teaching Methods EJ558202 EC618028
Aggressive and Violent
Behavior: A Personal Perspective.
Nelson, C. Michael
Education and Treatment of
Children, v20 n3 p250-62 Aug 1997
ISSN: 0748-8491
Document Type: REVIEW
LITERATURE (070); JOURNAL ARTICLE (080)
Provides an
analysis of aggressive and
violent behavior among today's youth and of practices, both
historical and current, that have been
used in schools to deal more effectively with such behavior.
Public enlightenment and more
proactive strategies are suggested as measures to achieve more
positive outcomes.
Descriptors: *Aggression; *Behavior Disorders; *Behavior
Modification; Classroom
Techniques; Educational History; *Educational Strategies;
Elementary Secondary Education;
*Emotional Disturbances; Intervention; *Violence ED417846
PS026420
Supporting
Children with Challenging Behaviors: Relationships Are Key.
Training Guides for the Head Start
Learning Community.
Education Development Center, Inc.,
Cambridge, MA. 1997;
120p.
Sponsoring Agency: Administration for Children, Youth,
and Families (DHHS),
Washington,DC. Head Start Bureau.
Contract No: 105-93-1583
ISBN:
0-16-042717-7
EDRS Price - MF01/PC05 Plus Postage.
Document Type:
NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.;
District of Columbia
Government: Federal
Target Audience: Practitioners;
Teachers
Increasingly,
teachers are expressing their growing concern about problem
behaviors many children display in
their classrooms. This technical guide offers Head Start staff a
process for reflecting on their
own practice, assessing difficult situations, and designing
interventions for problem behaviors
through joint problem solving. The guide is written for Head
Start teaching teams and their
immediate supervisors; it will also be useful to family service
workers, home visitors, managers,
and other Head Start staff, as well as consultants. The guide
contains the following sections: (1)
"Module 1: Laying the Groundwork" helps participants identify
ways in which their own
perceptions and experiences influence how they interact with
children with challenging
behaviors; (2) "Module 2: Practically Speaking" helps
participants develop a system for
collecting data and then using it to develop strategies that
capitalize on children's strengths and
needs; (3) "Module 3: Building a Supportive Environment" helps
participants identify when and
how to seek appropriate supports within the program and within
the community in an effort to
fully integrate children with challenging behaviors into their
programs; (4) "Continuing
Professional Development" offers strategies that supervisors can
use to help staff apply new
skills and extend their learning; and (5) "Resources" lists print
and audiovisual materials and
other resources that staff can use to learn more about the key
issues presented in the guide. In
order to accommodate the needs of different Head Start grantees,
each module offers two
different delivery strategies: workshop and coaching.
Descriptors: Antisocial Behavior;
Behavior Change; Behavior Disorders; *Behavior Problems;
Caregiver Child Relationship;
Change Strategies; *Classroom Techniques; Intervention; Preschool
Children; Preschool
Education; Preschool Teachers; *Problem Children; *Reflective
Teaching; Resource Materials;
Staff Development; Teacher Student Relationship; Training
Identifiers: *Project Head
Start ED416642 EC306201
Teaching Self-Management to
Elementary Students with
Developmental Disabilities.
King-Sears, Margaret E.;
Carpenter, Stephanie L.
American Association on Mental Retardation, Washington, DC.
Innovations: American
Association on Mental Retardation, Research to Practice Series,
n11 1997 1997; 59p.
ISBN: 0-940898-48-9
ISSN: 1072-4936
Available From:
American Association on
Mental Retardation, 444 North Capitol Street, NW, Suite 846,
Washington, DC
20001-1512.
EDRS Price - MF01 Plus Postage. PC Not Available
from EDRS.
Document Type: SERIAL (022); NON-CLASSROOM MATERIAL (055)
Geographic
Source: U.S.; District of Columbia
Target Audience:
Practitioners; Teachers
This
booklet was developed to help in the design and implementation of
self-management systems for
elementary-classroom students with developmental disabilities.
Self-management components
addressed in the booklet are self-monitoring, self-evaluation,
and self-reinforcement. Chapters
provide: (1) the definitions and rationale for teaching
self-management techniques; (2)
instructional principles that underlie the phases of designing
and implementing self-management
interventions, including supervising the use of self-management,
charting students' performance
of desired behavior, reinforcing students' appropriate use of
self-management, altering
self-management techniques when necessary, using combinations of
behavior management
techniques, and involving students in the development of
self-management components; (3)
phases for design and implementation, including selecting the
behavior for self-management,
preparing to teach self-management, teaching the student
self-management using a 10-step
process, and evaluating the student's performance; (4) three
classroom scenarios in which
teachers follow the instructional guidelines to implement
self-management systems with their
students; (5) ways to promote generalization of self-management
techniques; and (6) a summary
of the benefits and procedures for teaching self-management to
students with developmental
disabilities.
Descriptors: *Behavior Modification; Behavior
Problems; *Classroom
Techniques; *Developmental Disabilities; Educational Strategies;
Elementary Education;
*Elementary School Students; Generalization; Reinforcement; Self
Control; *Self Evaluation
(Individuals); *Self Management; Teaching Methods ED416639
EC306197
Positive
Behavioral Support
. Kansas Univ., Lawrence. Beach Center on
Families and
Disability.
Families and Disability Newsletter, v8 n3 Win
1997 1997; 21p. ISSN:
1044-8217
EDRS Price - MF01/PC01 Plus Postage.
Document Type: SERIAL
(022)
Geographic Source: U.S.; Kansas
This theme issue
presents a variety of articles
and resources on the application of positive behavioral support
(PBS) with children who exhibit
behavior problems in home or school settings. The first article
discusses the importance of
understanding a challenging behavior's purpose, implementing
behavior change strategies, and
monitoring improvement. Research findings on PBS from 1985
through 1996 are summarized.
The next article describes the Family Connection, a project that
disseminates information to
families on research concerning PBS through publications and a
toll-free number. A listing of
state training team coordinators is provided, followed by an
article on stakeholder perspectives
based on the input of 12 focus groups. The next article reports
on a research study that examined
the perspectives of 86 parents of children with disabilities and
challenging behaviors.
Characteristics of a model statute on positive behavioral support
are then listed and explained.
Three stories of individuals and families illustrate the
practical application of PBS. The final two
articles explain the functional assessment of behavior and list
10 ways to support a person with
challenging behavior.
Descriptors: *Behavior Change;
*Behavior Problems; Case Studies;
*Child Rearing; *Classroom Techniques; *Disabilities; Elementary
Secondary Education; Focus
Groups; Information Dissemination; Intervention; Legislation;
Parent Attitudes; Program
Development; Research and Development; Theory Practice
Relationship; Training
MethodsIdentifiers: *Functional Assessment; *Positive Behavioral
Support ED415604
EC306070
Positive Behavioral Support: A Bibliography for
Schools. NICHCY
Bibliography 3, Second Edition.
National Information Center
for Children and Youth with
Disabilities, Washington, DC. 1997; 13p.
Sponsoring Agency:
Special Education
Programs (ED/OSERS), Washington, DC.
Contract No: H030A30003
EDRS Price -
MF01/PC01 Plus Postage.
Document Type: BIBLIOGRAPHY
(131)
Geographic
Source: U.S.; District of Columbia
Target Audience:
Practitioners
This bibliography
is designed to help administrators, special educators, general
educators, and other school
personnel access the wide body of knowledge available about
behavioral matters, to aid in
understanding and effectively addressing the behavior challenges
associated with different
disabilities, including autism, attention-deficit/hyperactivity
disorder, behavioral disorders,
emotional disturbance, learning disabilities, and mental
retardation. The bibliography includes a
wide variety of materials on: behavior problems related to
disability, behavioral assessment,
classroom management, conflict resolution, aggressive and
disruptive students, communication,
discipline, behavioral interventions, multicultural issues, and
positive behavioral support. There
are 110 books/videos and 31 journals/journal articles listed. A
list of 34 organizations that can
provide additional information on behavioral issues for students
with disabilities is also
provided. Names, addresses, and telephone numbers of 46
publishers are provided at the end of
the document.
Descriptors: *Behavior Modification; *Behavior
Problems; *Classroom
Techniques; *Conflict Resolution; *Disabilities; Discipline;
Elementary Secondary Education;
Organizations (Groups); Printed Materials; Resource Materials;
Student Evaluation; Videotape
Recordings EJ553898 EC617477
Debriefing: A Transition
Step for Promoting
Acceptable Behavior.
Sugai, George; Colvin, Geoffrey
Education and Treatment of
Children, v20 n2 p209-21 May 1997
ISSN: 0748-8491
Document Type:
NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080); PROJECT
DESCRIPTION (141)
Describes using debriefing activities to
increase the proactive and
preventive benefits when negative consequences are given to
students who display problem
behavior. Discusses why educators use debriefing activities, how
to determine effectiveness,
what a debriefing activity should look like, and when it should
be used.
Descriptors:
*Behavior Disorders; *Behavior Modification; *Classroom
Communication; *Classroom
Techniques; Elementary Secondary Education; Program
Effectiveness; Program Evaluation;
*Reinforcement; *Teacher Student Relationship Identifiers:
*Debriefing EJ549080
EC616924
A Consultative Model for the Provision of
Behavioural Supports to Children
with Challenging Behaviour: Practical Approaches for the
Development of School-Based
Support Teams.
Wheeler, John J.; Hoover, John H.
B.C.
Journal of Special Education,
v21 n1 p5-15 1997
ISSN: 0704-7509
Document Type:
JOURNAL ARTICLE
(080); PROJECT DESCRIPTION (141)
Presents a consultative
model designed for
providing behavioral supports to children with challenging
behaviors. A rationale for the
formation of behavioral support teams within school settings and
strategies for promoting the
on-going use of such a model are provided. The training of team
members is also addressed.
Descriptors: *Behavior Disorders; *Behavior Modification;
*Cooperative Planning;
Elementary Secondary Education; *Teacher Collaboration; *Team
Training; *Teamwork
EJ548610 CG550702
Time-In/Time-Out as a Response to
Noncompliance and
Inappropriate Behavior with Children with Developmental
Disabilities: Two Case Studies.
Olmi, D. Joe; And Others
Psychology in the Schools, v34 n1
p31-39 Jan 1997
ISSN: 0033-3085
Document Type: JOURNAL ARTICLE (080);
RESEARCH REPORT
(143)
Used time-in and time-out to reduce undesirable
behaviors exhibited by a child with
severe language disabilities and by a child with a moderate
mental disability combined with
cerebral palsy. Unwanted behaviors were reduced dramatically
shortly after the initiation of
intervention. Follow-ups indicated a continued high rate of
compliance.
Descriptors:
*Behavior Modification; *Case Studies; Child Behavior; Children;
*Developmental Disabilities;
Discipline; Elementary Education; Preschool Education; Program
Descriptions; *Timeout
EJ542843 EC616580
Behavioral Support for Students with
Severe Disabilities: Functional
Assessment and Comprehensive Intervention.
Horner, Robert
H.; Carr, Edward G.
Journal of Special Education, v31 n1 p84-104 Spr 1997
Special Issue: "Research in
Severe Disabilities." For reactions of Respondents, see EC 616
581.
ISSN: 0022-4669
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE
(070)
Two major
advances in the provision of behavioral support to students with
severe disabilities include: (1)
procedures for conducting functional assessment, and (2) design
of comprehensive interventions.
The research foundation for these advances, implications for
clinicians, and future research
directions are presented.
Descriptors: Behavior Change;
*Behavior Disorders; Elementary
Secondary Education; Evaluation Methods; *Intervention; Research
Utilization; *Severe
Disabilities; *Student Behavior; *Student Evaluation; Theory
Practice Relationship Identifiers:
*BehaviorManagement; *Functional Assessment EJ541068
EC615931
By What
Token Economy? A Classroom Learning Tool for Inclusive
Settings.
Anderson, Carol;
Katsiyannis, Antonis
TEACHING Exceptional Children, v29 n4
p65-67 Mar-Apr 1997
ISSN: 0040-0599
Document Type: JOURNAL ARTICLE (080);
PROJECT
DESCRIPTION (141)
Describes a token economy that used tokens
styled as license plates
to elicit appropriate behavior in an inclusive fifth-grade class
in which four students with
behavior disorders were enrolled. Student involvement in
establishing the "driving rules" of the
classroom is explained, the components of a token economy are
outlined, and steps for group
intervention in the classroom are described.
Descriptors:
*Behavior Disorders; *Behavior
Modification; *Classroom Techniques; Incentives; Inclusive
Schools; Intermediate Grades;
*Program Implementation; *Token Economy EJ539264 EC615896
The Yes I Can
Social Inclusion Program: A Preventive Approach to Challenging
Behavior.
Abery, Brian;
Simunds, Erin
Intervention in School and Clinic, v32 n4
p223-34 Mar 1997
Theme
Issue: Violence in the Classroom.
ISSN: 1053-4512
Document Type: JOURNAL
ARTICLE (080); PROJECT DESCRIPTION (141)
The Yes I Can
Social Inclusion
Program fosters the development and maintenance of social
relationships of students with and
without developmental disabilities by helping them to overcome
negative behaviors and increase
interpersonal skills. A sample lesson plan is included. Two
case studies illustrate the program's
effects on socially isolated students with disabilities and on
student facilitators.
Descriptors: Behavior Change; *Behavior Problems; Case Studies;
*Developmental Disabilities;
Elementary Secondary Education; *Inclusive Schools;
*Interpersonal Competence;
*Intervention; Lesson Plans; Peer Relationship; Program
Descriptions; *Social Integration
Identifiers: *Yes I Can Social Inclusion Program EJ537615
EC615315
How To
PINPOINT--and Solve--Day-to-Day Problems.
Fulk, Cindy L.
TEACHING
Exceptional Children, v29 n3 p55-59 Jan-Feb 1997
ISSN:
0040-0599
Document
Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055)
Target
Audience: Practitioners
This article describes a model to
assist teachers in solving
academic or behavioral problems of students with learning
disabilities. The model uses the word
PINPOINT as a mnemonic technique to address Problem
identification, Importance rating,
Noting the behaviors to develop, Possible solutions, Optimal
options for the student, Ideal
interventions for the environment/teacher, Now trying it, and
Taking a look at the results.
Descriptors: *Behavior Change; *Behavior Problems; *Classroom
Techniques; Elementary
Secondary Education; Intervention; *Learning Disabilities;
Models; *Problem Solving; Student
Behavior Identifiers: Behavior Management ED415224
SP037740
The Behavioral
Support Project: Skillstreaming through Collaboration.
Supon, Viola; Williams, Bonnie;
Clarke, Robert; Craven, Marie
Bloomsburg Univ., PA.; Human
Services Consultants,
Bloomsburg, PA. 1997; 113p.
Sponsoring Agency: Pennsylvania
State Dept. of Education,
Harrisburg.
EDRS Price - MF01/PC05 Plus Postage.
Document Type: PROJECT
DESCRIPTION (141)
Geographic Source: U.S.; Pennsylvania
Government: State
This booklet describes a framework for helping preservice
teachers learn and implement
behavioral intervention strategies in inclusive classrooms. A
partnership of Human Services
Consultants and Bloomsburg University taught 19 preservice early
childhood and elementary
teachers behavioral intervention strategies for mainstreamed
students with severe behavior
disorders. During week 1, students received orientation,
completed a pretest survey, toured
buildings and facilities, discussed agency and district policies
and rules, received information
about target students, and established visitation and conference
times. During weeks 2-13,
students received one-to-one and/or group support and
intervention including behavior
modification techniques and proactive strategies to stabilize
pupils. They worked collaboratively
with the team, developed schedules, and received training. The
training focused on behavior
management interventions; basic behavior techniques (teamwork,
diversity, and ethics);
identifying challenging students; teaching social skills;
developing self-esteem; helping children
handle anger; and meeting student needs in inclusive classrooms.
The project produced a
manual, a consultant bank of resources, a vehicle for
collaboration, and professional development
among preservice teachers, inservice teachers, behavioral
specialists, and university faculty. This
booklet offers training session summaries, behavioral support
project sample case studies, and
reflections from participants. Nine appendixes include program
evaluation; student teacher
pretest and posttest questionnaires; behavioral s
Top of Page Back to ERIC
Menu Back to Hoagies' Gifted Education Page
copyright © 1998
ERIC Clearinghouse on Disabilities and Gifted Education
|
Thanks!
