245
Views
47
CrossRef citations to date
0
Altmetric
Research into Practice

Reducing Disruptive Behaviors in Students with Serious Emotional Disturbance

Pages 294-304 | Published online: 22 Dec 2019

References

  • Achenbach, T. (1991). Child Behavior Checklist. Burlington, VT: University of Vermont.
  • American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
  • Bray, M. A., & Kehle, T. J. (1996). Self-modeling as an intervention for stuttering. School Psychology Review, 25, 259–370.
  • Cohen, J. (1994). The earth is round. American Psychologist, 49, 997–1003.
  • DeMartini-Scully, D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37, 149–156.
  • Forehand, R., Gardner, H., & Roberts, M. W. (1978). Maternal response to child compliance and noncompliance: Some normative data. Journal of Clinical Child Psychology, 7, 121–124.
  • Forehand, R., & McMahon, R. J. (1981). Helping the noncompliant child: A clinician's guide to parent training. New York: Guilford Press.
  • Gresham, F. M. (1979). Comparison of response cost and timeout in a special education setting. Journal of Special Education, 13, 199–208.
  • Hamlet, C. C., Axelrod, S., & Kuerschner, S. (1984). Eye contact as an antecedent to compliant behavior. Journal of Applied Behavior Analysis, 17, 553–557.
  • Kauffman, J. M., Wong, K. L., Lloyd, J. W., Hung, L., & Pullen, P. L. (1991). What puts pupils at risk? An analysis of classroom teacher's judgments of pupils' behavior. Remedial and Special Education, 12, 7–16.
  • Kehle, T. J., Clark, E., Jenson, W. R., & Wampold, B. E. (1986). Effectiveness of self-observation with behavior disordered elementary school children. School Psychology Review, 15, 289–295.
  • Kehle, T. J., Madaus, M. M. R., Baratta, V. S., & Bray, M. A. (1998). Augmented self-modeling as a treatment for children with selective mutism. Journal of School Psychology, 36(3), 377–399.
  • Koch, W. J. (1982). An ethological model of child compliance. Unpublished manuscript, University of Alberta.
  • Kratochwill, T. R., & Bergan, J. R. (1990). Behavioral consultation in applied settings: An individual guide. New York: Plenum.
  • McLaughlin, T. F., & Scott, J. W. (1976). The use of response cost to reduce inappropriate behavior in educational settings. Corrective and Social Psychology, 22, 32–35.
  • McNamara, J. R. (1971). Teacher and students as sources for behavior modification in the classroom. Behavior Therapy, 2, 205–213.
  • Minner, S., & Prater, G. (1989). Arranging the physical environment of special education classrooms. Academic Therapy, 25, 91–96.
  • Montgomery, R. W., & Ayllon, T. (1993). The effects of “do,” “don't,” and “wait” requests training on compliance behavior and stimulus generalization. Journal of Behavior Therapy & Experimental Psychiatry, 24, 171–180.
  • Moore, L. A., Waguespack, A. M., Wickstrom, K. F., Witt, J. C., & Gaydos, G. R. (1994). Mystery motivator: An effective and time efficient intervention. School Psychology Review, 23, 106–118.
  • Neef, N. A., Shafer, M. S., Egel, A. L., Cataldo, M. F., & Parrish, J. M. (1983). The class specific effects of compliance training with “do” and “don't” requests. Analogue analysis and classroom application. Journal of Applied Analysis, 16, 81–89.
  • Nelson, R. O. (1988). Relationships between assessment and treatment within a behavioral perspective. Journal of Psychopathology and Behavioral Assessment, 10, 155–170.
  • Neville, M. H., & Jenson, W. R. (1984). Precision command and the “Sure I Will” program: A quick and efficient compliance training sequence. Child & Family Behavior Therapy, 6, 61–65.
  • O'Leary, K. D., Kaufman, K. F., Kass, R. E., & Drabman, R. S. (1970). The effects of loud and soft reprimands on the behavior of disruptive students. Exceptional Children, 37, 145–155.
  • O'Leary, K. D., Romanczyk, R. G., Kass, R. E., Dietz, A., & Santogrossi, D. (1979). Procedures for classroom observations of teachers and children. Unpublished manuscript, SUNY at Stony Brook, Stony Brook, New York.
  • Osenton, T., & Chang, J. (1999). Solution oriented classroom management: A proactive application with young children. Journal of Systemic Therapies, 10, 65–76.
  • Parrish, J. M., Cataldo, M. F., Kolko, D. J., Neef, N. A., & Egel, A. L. (1986). Experimental analysis of response covariation among compliant and inappropriate behaviors. Journal of Applied Behavior Analysis, 19, 241–254.
  • Peed, S., Roberts, M., & Forehand, R. (1977). Evaluation of the effectiveness of a standardized parent training program in altering the interaction of mothers and noncompliant children. Behavior Modification, 1, 323–350.
  • Rhode, G., Jenson, W. R., & Reavis, H. K. (1993). The tough kid book: Practical classroom management strategies. Longmont, CO: Sopris West, Inc.
  • Roberts, M. W., McMahon, R. J., Forehand, R., & Humphreys, L. (1978). The effect of parental instruction-giving on child compliance. Behavior Therapy, 9, 793–798.
  • Robinson, K., & Sheridan, S. M. (2000). Using the mystery motivator to improve child bedtime compliance. Child and Family Behavior Therapy, 22, 29–49.
  • Rosenberg, M. S. (1986). Maximizing the effectiveness of structured classroom management programs: Implementing rule-review procedures with disruptive and distractible students. Behavioral Disorders, 11, 239–248.
  • Strain, P. S., Lambert, D. L., Kerr, M. M., Stagg, V., & Lenkner, D. A. (1983). Naturalistic assessment of children's compliance to teacher's requests and consequences for compliance. Journal of Applied Behavior Analysis, 16, 243–249.
  • Van Houten, R., Mackenzie-Keating, S. E., Sameoto, D., & Colavecchia, B. (1982). An analysis of some variables influencing the effectiveness of reprimands. Journal of Applied Behavior Analysis, 15, 65–83.
  • Witt, J. C., & Martens, B. K. (1983). Assessing the acceptability of behavioral interventions used in classrooms. Psychology in the Schools, 20, 510–517.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.