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ERIC Number: EJ936454
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 97
ISSN: ISSN-0279-6015
Bridging the Gap between Clinical and Classroom Intervention: Keystone Approaches for Students with Challenging Behavior
Ducharme, Joseph M.; Shecter, Carly
School Psychology Review, v40 n2 p257-274 2011
Although not trained as treatment providers, teachers are increasingly faced with students who present challenging behavioral issues that require intervention. Teachers often resort to reactive and punitive strategies that have many negative side effects and drawbacks because they lack specific training in managing problem behavior in the classroom. Functional analysis and assessment approaches are commonly recommended by clinical researchers and have been demonstrated effective for managing problem behavior, but are sometimes impractical for regular classroom use. In this article, we propose a "keystone" approach to classroom management that may meet the clinical needs of children with challenging behavior while potentially serving as a more practical classroom alternative to commonly recommended strategies. With this approach, teachers are taught to focus on a circumscribed set of skills that have the potential to produce widespread improvement in child outcomes and render problem behavior unnecessary. Empirical support for individual components of this approach is discussed. (Contains 1 figure.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A