ERIC Number: EJ1109206
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Combating Work Refusal Using Research-Based Practices
Billingsley, Glenna M.
Intervention in School and Clinic, v52 n1 p12-16 Sep 2016
Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using research-based, antecedent strategies can successfully prevent many passive or disruptive classroom misbehaviors. This column provides specific examples of applying research-proven practices of differentiated instruction, mediated scaffolding, opportunities to respond, choice making, Premack's principle, and behavioral momentum to improve academic participation.
Descriptors: Classroom Techniques, Student Behavior, Intervention, Functional Behavioral Assessment, Emotional Problems, Behavior Problems, Behavior Disorders, Emotional Disturbances, Positive Reinforcement, Behavior Modification, Behavior Change, Learning Activities, Individualized Instruction, Educational Legislation, Federal Legislation, Disabilities, Equal Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A