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ERIC Number: ED463105
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Creating Classrooms in Rural Settings That Prevent Discipline Problems.
Wheeler, Nedra Skaggs; Anderson, Alice Glover
Increasing numbers of children are being labeled emotionally and behaviorally disturbed and are at risk of later antisocial behavior and school dropout. To change problem behavior, students and their caregivers must be taught to use new and better skills, and schools must systematically implement strategies to ensure that these skills are generalized and maintained in multiple settings. School-wide planning is essential to developing interventions. Positive behavior support consists of four interrelated systems: school-wide procedures to define, teach, reward, and correct students' social behavior; procedures to address problems that arise from scheduling, monitoring, and architectural flaws; classroom procedures that teachers use to maintain order and motivation; and individual student procedures that provide extra resources and structures to support and control the 5-7 percent of students who typically present behavioral challenges. Target interventions may be designed for individual students or small groups with similar needs. When target interventions are not successful, intensive individual behavior intervention plans are designed, involving multiagency planning and cooperation beyond the school. Criminal justice, social services, or mental health specialists may need to be involved in addition to school staff. Rural teachers can feel powerless and isolated when beginning a system of positive behavior management. Important supports for teachers are mentors, released time for observation of experienced teachers, regular sessions that allow for sharing and support, continuing professional development, and encouraging reflective practice. (Contains 19 references.) (TD)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A