Maximizing the Effectiveness of Structured Classroom Management Programs: Implementing Rule-Review Procedures with Disruptive and Distractible Students.

Rosenberg, Michael S.

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Peer reviewed

ERIC Number: EJ341311

Record Type: Journal

Publication Date: 1986

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0198-7429

EISSN: N/A

Maximizing the Effectiveness of Structured Classroom Management Programs: Implementing Rule-Review Procedures with Disruptive and Distractible Students.

Rosenberg, Michael S.

Behavioral Disorders, v11 n4 p239-48 Aug 1986

Results of a study of five subjects (ages 7-9) in a multicategorical resource room employing a token economy indicated that the addition of a daily review of classroom rules resulted in an overall time-on-task improvement of 12% and a 50% reduction of instances of disruptive "talkout." (Author/JW)

Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Contingency Management, Elementary Education, Intervention, Psychoeducational Methods, Resource Room Programs, Time on Task, Token Economy

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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