ERIC Number: ED393250
Record Type: Non-Journal
Publication Date: 1995
Pages: 467
Abstractor: N/A
ISBN: ISBN-1-57035-047-7
ISSN: N/A
EISSN: N/A
The Acting-Out Child: Coping with Classroom Disruption. Second Edition.
Walker, Hill M.
This text provides practical guidelines and techniques for effectively managing acting out behavior in elementary students. It attempts to characterize acting-out behavior in the context of schooling; describe what is known about coping effectively with it; and illustrate applications of successful interventions. The 10 chapters cover the following topics: (1) an introduction to the acting-out child; (2) common school and teacher attempts to cope with acting-out children; (3) general rules governing classroom and school behavior; (4) strategies for assessing the school behavior of acting-out children and their peers; (5) behavior management techniques for the acting-out child; (6) combinations of intervention techniques; (7) classroom ecology and teacher-student interactions including defusing oppositional, aggressive behavior; (8) case study applications; (9) model interventions for use with acting-out students in the classroom setting; and (10) transenvironmental programming--procedures for reintegrating acting-out students into the regular classroom. Six appendices provide: an analysis of 100 disciplinary referrals; a guide to recording and interpreting classroom behavior; sample praise statements; an example rewards list; and a checklist of pupil behaviors. (Contains approximately 240 references.) (DB)
Descriptors: Behavior Change, Behavior Problems, Case Studies, Classroom Communication, Classroom Environment, Classroom Techniques, Compliance (Psychology), Discipline Problems, Elementary Education, Intervention, Obedience, Prevention, Resistance (Psychology), Self Control, Student Behavior, Teacher Student Relationship
Sopris West, 1140 Boston Ave., Longmont, CO 80501 ($35).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED502720