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ERIC Number: ED330953
Record Type: RIE
Publication Date: 1990
Pages: 53
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Intervention Strategies To Improve Behavior of Children with Severe Discipline Problems.
Rosenbaum, Carol
Students with severe disciplinary problems in the school district are often transferred from school to school. Maintaining classroom discipline continues to be a concern for teachers, parents, and other professionals. This practicum therefore examined ways to minimize the disruptive behavior of problematic "acting out" children. These counseling strategies were designed to reduce the severely disruptive behavior of problematic children and provide alternative behavior structures in the classroom, and to increase comfort levels of teachers when handling these children. Twelve counseling sessions were developed to teach alternative forms of behavior. Children were shown different techniques for management and control of their own behaviors. Modeling and coping mechanisms were also used. Children were given reinforcements for progress. Data were collected before and after the duration of the counseling sessions. Comfort levels of the children were determined by counselor interviews, a checklist, and a questionnaire. All of the objectives were satisfactorily achieved; behavior transfers declined, suspensions were reduced, children exhibited more socially acceptable behaviors, and teachers expressed confidence in their ability to handle minor disruptions effectively. The data suggest that behavior disordered children could be identified and taught to follow rules; that acceptable behavior could be learned through counseling sessions within the school setting; and that children may feel better about themselves after this behavior training. (A student checklist, a teacher questionnaire, a "Smile-O-Gram," and a feedback questionnaire are appended.) (Author/BHK)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Ed.D. Practicum, Nova University.