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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:

ERIC Search Terms Used

disabilities or special education


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.
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.
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.
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
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.
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
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
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
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
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
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
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
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

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