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Perle, Jonathan G.; Curtis, David F. – TEACHING Exceptional Children, 2017
Disruptive behaviors are some of the most commonly presented concerns in the classroom. Without intervention, such difficulties may lead to higher teacher frustration and a higher rate of negative teacher feedback, and they may interfere with students' learning opportunities and result in poorer academic and life adjustment outcomes (Landrum,…
Descriptors: Elementary School Students, Report Cards, Student Behavior, Educational Strategies
Fuchs, Lynn S.; Fuchs, Douglas; Malone, Amelia S. – TEACHING Exceptional Children, 2017
This article describes the Taxonomy of Intervention Intensity, which articulates seven principles for evaluating and building intervention intensity based upon research. The Taxonomy's seven dimensions of intensity are strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral support, and individualization (see Table 1). In…
Descriptors: Alignment (Education), Behavior Problems, Case Studies, Difficulty Level
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Kern, Lee; Wehby, Joseph H. – TEACHING Exceptional Children, 2014
In an earlier article (EJ1058920), Lee Kern and Joseph H. Wehby identified the reasons and process for using adaptive intensive behavioral intervention. Kern and Wehby use this article to present a fictional example of how the intervention is applied. Isaac, a 12 year old, 7th grade student at Highland Middle School, had a history of behavior…
Descriptors: Data Collection, Behavior Problems, Behavior Modification, Intervention
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Legere, Elizabeth J.; Conca, Lydia M. – TEACHING Exceptional Children, 2010
Within a short time span, response to intervention (RTI) has altered how educators serve students with reading difficulties. Its impact is most evident at the primary level, where the focus is on limiting referrals to special education by preventing reading difficulties. Educators have paid less attention to exploring how to use RTI with older…
Descriptors: Reading Difficulties, Intervention, Individualized Reading, Learning Disabilities
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Guardino, Caroline A.; Fullerton, Elizabeth – TEACHING Exceptional Children, 2010
This case study explores the possibility of affecting classroom behaviors by modifying the classroom environment. Although this type of research previously has been conducted in self-contained special education classrooms (Guardino, 2009), this is the first study to explore modifications in an inclusive classroom. The results of this study align…
Descriptors: Inclusive Schools, Classroom Environment, Behavior Modification, Student Behavior
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Bateman, David F.; Jones, Marni Gail – TEACHING Exceptional Children, 2010
This article presents a due process hearing case study of a mother who contended that his son, D.J., has been denied of a free and appropriate public education (FAPE) of his School District after being suspended from school. D.J., an elementary student, had been described as hyperactive, inattentive, defiant, and often volatile. He was identified…
Descriptors: Nontraditional Education, Behavior Problems, Civil Rights, Compensatory Education
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Nelson, Julie A. Peterson; Caldarella, Paul; Young, K. Richard; Webb, Natalie – TEACHING Exceptional Children, 2008
Social withdrawal is one symptom displayed by students categorized as "internalizers," who may also experience anxiety and depression. These are the quiet, invisible students. Internalizing disorders can negatively affect a student's academic performance, physical health, future psychological adjustment, and employment opportunities. Supportive…
Descriptors: Middle School Students, Prosocial Behavior, At Risk Students, Behavior Problems
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Bateman, David F. – TEACHING Exceptional Children, 2008
Greg is 13 years old, and currently in seventh grade; he entered an unnamed District ("the District") school in fourth grade as a student with a specific learning disability; he had been identified as eligible for special education programming and services during second grade. During fifth and sixth grade Greg was provided services…
Descriptors: Nontraditional Education, Neighborhood Schools, Civil Rights, Emotional Disturbances
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Lane, Kathleen Lynne; Graham, Steve; Harris, Karen R.; Weisenbach, Jessica L. – TEACHING Exceptional Children, 2006
Learning to write is a complex process that depends on mastering a variety of processes and skills, including how to plan compositions and regulate writing behavior. One approach that has been used successfully to teach both good and poor writers such processes is Self-Regulated Strategy Development (SRSD). With SRSD, students are taught…
Descriptors: Writing Strategies, Behavior Disorders, Teaching Methods, Writing (Composition)