NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ845895
Record Type: Journal
Publication Date: 2005
Pages: 8
Abstractor: ERIC
Reference Count: 16
ISSN: ISSN-1074-2956
Consequence-Based Behavioral Interventions for Classroom Teachers
Payne, Linda Donica; Mancil, G. Richmond; Landers, Eric
Beyond Behavior, v15 n1 p13-20 Fall 2005
Classroom teachers know that "an ounce of prevention is worth a pound of cure," therefore putting much time and energy into proactive strategies such as appropriate praising of desired behaviors or using proximity and precorrection to encourage behavior suitable for a good learning environment. Teachers also know that even after they use sufficient preventative strategies, some students still display inappropriate classroom behaviors. When this occurs, effective consequence-based interventions are necessary to decrease the chance of that same inappropriate behavior occurring again. The purpose of this article is to provide teachers with information on three frequently used consequence-based strategies for students who display inappropriate classroom behaviors. Time-out, planned ignoring, and tangible/activity reinforcement are commonly utilized by teachers. This article seeks to expand teachers' knowledge of when and how to effectively use these interventions. (Contains 2 tables.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A