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ERIC Number: ED380971
Record Type: RIE
Publication Date: 1994-Nov
Pages: 348
Abstractor: N/A
Interventions. Organizing Systems To Support Competent Social Behavior in Children and Youth.
Carter, Susanne
This guide describes classroom and school interventions intended to meet the needs of students with emotional/behavioral disabilities and those at risk for developing these disabilities. The first section presents "Classroom Interventions," a compilation of 77 interventions which may be used in regular or self-contained classrooms. A brief description and source of further information are given for each intervention. Among the interventions described are the following: acceptance, active listening, aerobic exercise, anger management, art therapy, assertiveness training, behavior contracts, bibliotherapy, chaining, "Circle of Friends," classroom discipline plans, cooperative learning strategies, differential reinforcement of incompatible behaviors, direct instruction, discipline with dignity, early childhood interventions, functional analysis, home notes, mentoring, play therapy, prereferral intervention, reality therapy, relaxation training, self control curriculum, self-monitoring, social skills training, stress management, time out, and values clarification. The section on school interventions describes the following program interventions: the Boys Town Model, the CHAMPS (Children are Making Progress in School) program, the Commonwealth classroom, the COMP (Classroom Organization and Management Program) approach, the continuum of services for managing student behavior, Hewett's classroom management plan, and the Re-Ed model. Two extensive appendices provide additional information on implementing interventions, including record-keeping forms, examples, and guidelines. (Contains approximately 110 references and recommended readings.)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Western Regional Resource Center, Eugene, OR.
Grant or Contract Numbers: N/A