Significant dollars are spent each school year on professional development programs to improve teachers' effectiveness in the classroom. The usefulness of these programs can be measured by the consistent application (i.e., implementation integrity) of skills which were taught in the training sessions. This study assessed the integrity with which…

One of the most problematic behaviors in children with developmental disabilities is noncompliance. Although behavioral research has provided strategies to impact noncompliance, oftentimes the methodologies are consequent techniques, which may not be conducive to implementation by the classroom teacher. In this teacher-designed and implemented…

The present study, using a single subject adapted alternating treatments design, compared the effects of two spelling strategies (cover, copy, compare, and copy-only) used to enhance spelling performance in 2, third-grade students with learning disabilities. The cover, copy compare (CCC) method required the students to say the word, point to the…

Delivering high-probability (high-p) request sequences is an effective method to increase compliance across settings. To date, researchers have used frequency of compliance and latency to initiate low-probability (low-p) requests to document these effects. Both measures focus on events just prior to and during the low-p task. In these two studies…

This study assessed the impact of a class-wide time-out/re-directing strategy on (a) the frequency of teacher-assigned time-outs and (b) the time students spent in disciplinary sanctions. Twelve students with emotional/behavioral disorders, enrolled in a self-contained elementary classroom were taught an alternative time-out strategy (Active…