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Includes bibliographies and indexes

Includes bibliographies and indexes

Includes bibliographies and indexes

Includes bibliographies and indexes

Research has shown that people respond in varying ways to decisions involving risk. This is of particular interest in the field of logistics. This study determined whether organizational policies which address risk can produce a significant and predictable influence on risk-related logistics decisions. Three policies which specifically addressed the elements of risk were tested for a significant influence on a logistics decision which was based on cost and reliability factors. Analysis of the responses to the experiment showed that risk significantly affected the logistics decision. Further, the research showed risk-inherent decisions can be purposely influenced by policies which address risk. However, a significant five-way interaction between the policy variable and the other decision variables demonstrated the enormous complexities involved in logistics decision making. No absolute generalizations could be made about any risk policy; the policies produced a significant difference only in certain situations involving certain variables. A policy which allowed for no uncertainty in the decision outcome (thereby eliminating risk) was most consistently and universally applied. Theses.

This final report describes the activities and outcomes of a federally funded project designed to produce and field-test two computer-based interactive CD-ROMs: "PEGS! for Preschool" and "PEGS! for Secondary School". These programs, in a game format, provide beginning general and special educators with independent practice in using basic behavior management strategies. The 43 teachers and assistant teachers who volunteered to evaluate the PEGS! CD-ROM programs gave high ratings of approval overall and also on each quality criterion (relevant content, a helpful learning experience, and easy to use). A follow-up study in 23 classrooms showed statistically significant increases in the skills of participants after using the programs independently during a 2-week period. Average skills in behavior management increased 41% for 12 early childhood educators and 42% for 11 middle and high school teachers. In addition, negative responses from children decreased by 64% for early childhood educators and 28% for secondary teachers. While the sample sizes for these preliminary field tests were small, the results hold promise that the PEGS! programs can be effective inservice training tools for independent adult learning and enhanced behavior management skills. Appended are: (1) Parents and Professional Advisory Councils; (2) Instructional Design Documents and Definitions of Strategies; (3) Text Vignette Summaries; (4) Formative Evaluation of "PEGS! for Preschool" by College Students; (5) Formative Evaluation of "PEGS! for Middle/High School" by College Students; (6) Georgia Distribution; (7) Rating Scales for the CD-ROMs; and (8) Rating Adult Strategies: Early Childhood Educators [and] Middle/High School Teachers. (Contains 33 references, 14 tables, 7 figures, and 5 charts.) (Author/SG)

This guide provides information on best practices and guidelines for developing, managing, or changing behaviors without the use of aversive or punitive methods. The guidelines are based on regard for the dignity of the child, the attitudes of parents and school personnel, the knowledge that children learn best in a positive environment where they are provided with consistent and frequent feedback, and the need for parents to know about procedures used. Steps in planning a non-aversive intervention strategy include prioritizing excess behaviors, performing a functional analysis of behavior, generating hypotheses regarding the function of behavior, assessing behavior, selecting potential reinforcers, and planning a team strategy. Unacceptable highly aversive techniques are listed. Appendices, which comprise most of the document, include information on classroom management, a behavior intervention program design, suggested reinforcement techniques, an outline of mildly aversive systematic interventions, a list of common psychotherapeutic drugs, ideas for the management of inappropriate behaviors, a list of nine suggested resources, and forms for use in identifying and treating behavior problems. (JDD)

This paper describes the preliminary results of a study of In Control, an anger management curriculum offered in the middle school of a therapeutic day school for children with severe emotional and behavioral disorders. Twenty students received the program, while 26 did not. Measures were number of anger logs students completed; institutional reports of severe occurrences of aggressive student behavior; classroom observation data; scores on Aggression, Attention, Social Scales of the Achenbach Teacher Report Form; scores on an anger management knowledge quiz; and monthly teacher and interdisciplinary team ratings of student anger management. During the program, results show significantly more prosocial behavior exhibited by the program than nonprogram students with teachers during structured classroom activity and with peers during unstructured time. At 3-month follow-up, students in the program completed significantly more anger logs and exhibited significantly fewer aggressive incidents than did the nonprogram students. Preliminary findings suggest that students in the program have reduced aggressive behavior, use the anger log as a coping behavior, and increase prosocial behavior with teachers and peers. (JDM)

This paper describes the preliminary results of a study of In Control, an anger management curriculum offered in the middle school of a therapeutic day school for children with severe emotional and behavioral disorders. Twenty students received the program, while 26 did not. Measures were number of anger logs students completed; institutional reports of severe occurrences of aggressive student behavior; classroom observation data; scores on Aggression, Attention, Social Scales of the Achenbach Teacher Report Form; scores on an anger management knowledge quiz; and monthly teacher and interdisciplinary team ratings of student anger management. During the program, results show significantly more prosocial behavior exhibited by the program than nonprogram students with teachers during structured classroom activity and with peers during unstructured time. At 3-month follow-up, students in the program completed significantly more anger logs and exhibited significantly fewer aggressive incidents than did the nonprogram students. Preliminary findings suggest that students in the program have reduced aggressive behavior, use the anger log as a coping behavior, and increase prosocial behavior with teachers and peers. (JDM)

Research approaches to studying classroom behavior management are reviewed. Examples of four types of research approaches (interaction analysis, ecological research, applied behavior analysis, and process-product correlational research are cited. Findings regarding immediate variables (positive attention for appropriate behavior, back-up reinforcers, intervention for inappropriate behavior, classroom rules, and teacher awareness) are presented, along with findings about more long-term variables (feedback and corrections, active academic responding, and transition and lesson pacing). Questions involving appropriate types of observational methods are noted and the need for research in special education settings is stressed. Fourteen pages of references and publications are included. (CL)

This study examines a naturally occurring experiment in a large urban hospital faced with budget cuts, in which departments were ordered to reduce employees' overtime without jeopardizing service quality. The study focuses on two departments that chose to use behavior modification techniques. In one department (Radiology) the intervention combined behavior modification techniques with participatory management, while the second (Emergency Room) used only behavior modification techniques. Both interventions focused on the behavior of supervisory staff responsible for assigning overtime. Analysis of the departments suggested that they were generally comparable in staffing and in demands for overtime use. An interrupted time-series analysis was employed to measure trends in overtime usage before and after the introduction of the interventions. Results indicate that a combination of participatory management and behavior modification techniques led to a more efficient reduction in overtime than did behavior modification techniques used alone. (Author/TE)

This publication presents a system of proactive classroom management for use in elementary school, grades K-6. Characteristics of the proactive concept are described as: (1) planning for prevention rather than reaction to behavior problems; (2) considering the classroom as a total process of facilitating achievement as well as appropriate behavior; (3) dealing with the entire class rather than with individual student behavior; and (4) defining behavior management as an entire system utilizing the principles of behavior theory rather than isolated techniques. An overview is provided of behavioral principles that will give teachers a broad-based understanding of why children behave and misbehave. A classroom management system is presented based on behavioral principles. The book is organized into eight chapters: (1) The Behavior Management Hierarchy; (2) Classroom Environment; (3) Scheduling; (4) Affecting Antecedents: Rules and Routines; (5) Reinforcement Strategies; (6) Parental Involvement; (7) Using Consequences To Affect Behaviors; and (8) Concluding Remarks, consisting of a checklist to help in assessing the classroom and for troubleshooting behavior problems. (LL)

This study investigated state policy, court litigation, and accreditation standards with respect to the use of time-out as a behavior management strategy in special education programs. The study's emphasis was on existing standards concerning the use of locked time-out rooms and student supervision requirements during the application of time-out. The first section reviews a sample of applicable state policy on the use of time-out from Arkansas, Pennsylvania, Delaware, Massachusetts, and Kentucky. The second section looks at case law, focusing on a recent briefing paper published by EDLAW, Inc. titled "Disciplining Disruptive Handicapped Students" (K. S. Mehfoud and S. J. Rosenfeld). This paper makes recommendations regarding the use of time-out, such as its inclusion in the student's Individualized Education Program, and also provides specific procedural recommendations for implementing time-out interventions. The third section discusses accreditation standards pertaining to the use of time-out in residential and health care facilities. The paper concludes that most states leave the development of behavior managemen procedures, including time-out, to local education agencies; that time-out rooms should not be locked and the child should be constantly observed while confined to the room; and that it is important to keep consistent data on the frequency of the target behavior to make sure time-out is having its intended effect. (DB)

Attention Deficit/Hyperactivity Disorder (ADD ADHD) is a labeled neurologically based disorder. This article introduces this disorder, as well as other academic skills disorders. It then discusses the myths and facts about ADD ADHD and presents a clinical algorithm for diagnosis and evaluation of a child with this disorder. Next, recommendations on how to present lessons and give tests to ADD ADHD students are provided. Also included are tips on dealing with impulsive behaviors, organizing students with ADD or ADHD, increasing their performance, and improving their social skills. The article concludes with the diagnostic criteria for Attention Deficit/Hyperactivity Disorder excerpted from the American Psychiatric Association's "Diagnostic and Statistical Manual of Mental Disorders. Fourth Edition." [Note: The footer in this full text article shows the incorrect journal title. The correct title is "Journal on School Educational Technology."]

After going through Assertive Discipline training, a student teacher entered her new first-grade class. The mentor classroom teacher did not use Assertive Discipline, but gave permission for the student teacher to use this management system. After teaching students her rules, rewards, and negative consequences--and appropriately implementing Assertive Discipline--it was found that students responded to both the student teacher and the regular classroom teacher in the appropriate ways each expected.

xiii, 801 p., 5 leaves of plates : 23 cm

xiii, 801 p., 5 leaves of plates : 23 cm

xiii, 801 p., 5 leaves of plates : 23 cm

xiii, 801 p., 5 leaves of plates : 23 cm

xiii, 801 p., 5 leaves of plates : 23 cm

xiii, 801 p., 5 leaves of plates : 23 cm

xiii, 801 p., 5 leaves of plates : 23 cm

This guide describes methods to help parents and others reduce the unacceptable behaviors of children with multiple sensory impairments and replace those behaviors with acceptable ones. The guide recommends that the behavior change program begin with simple changes so that both the parents and the child gain experience in changing behavior. The guide is based on the principle that children act or behave to meet their needs and that behavior is not "good" or "bad" but rather "acceptable" or "unacceptable." Behaviors targeted for change must be objectively identified, antecedent events must be observed, and the level of the target behavior must be measured. A behavior change program can then be designed, involving positive reinforcement, prompting, shaping, and maintenance and generalization techniques. Unacceptable behaviors can be reduced by identifying the consequences that follow from the child's unacceptable behavior and eliminating them. Existing techniques for decreasing unacceptable behavior include extinction techniques, rewarding an incompatible (acceptable) behavior, time-out, overcorrection, and severe punishment (not recommended and addressed only because some parents do resort to it). (JDD)

This guide describes methods to help parents and others reduce the unacceptable behaviors of children with multiple sensory impairments and replace those behaviors with acceptable ones. The guide recommends that the behavior change program begin with simple changes so that both the parents and the child gain experience in changing behavior. The guide is based on the principle that children act or behave to meet their needs and that behavior is not "good" or "bad" but rather "acceptable" or "unacceptable." Behaviors targeted for change must be objectively identified, antecedent events must be observed, and the level of the target behavior must be measured. A behavior change program can then be designed, involving positive reinforcement, prompting, shaping, and maintenance and generalization techniques. Unacceptable behaviors can be reduced by identifying the consequences that follow from the child's unacceptable behavior and eliminating them. Existing techniques for decreasing unacceptable behavior include extinction techniques, rewarding an incompatible (acceptable) behavior, time-out, overcorrection, and severe punishment (not recommended and addressed only because some parents do resort to it). (JDD)

This paper analyzes the responses of 50 practicing business managers who were asked to identify the most troublesome communication situations experienced by supervisors in their organizations. The authors put the responses in rank order according to two popular management systems, Management by Objectives (MBO) and Organizational Behavior Modification (OBMod), and draw the following conclusions: Teachers of management students should stress communication skills needed for motivating people, delegating authority, listening, giving directions, and group problem solving. Students who will work in OBMod systems need to learn communication skills for handling grievances, while those students entering MBO systems need skills for private, one-to-one conferences. The study also concludes that teachers should not increase their emphasis of public-speaking skills. (RL)

The need for supporting novice teachers is not a theoretical concept, it is a real concept. Teacher education programs are preparing and graduating new teachers at a fast rate, however; these new teachers are also leaving the profession at staggering rates (Clark, 2012). According to Ingersoll (2012), between 40% and 50% of all new teachers in the United States leave the profession in the first five years. This research was designed to study teacher professional development with novice special education teachers as they move from a teacher preparation program to a full-time teaching position. The participants for this study included five novice special education teachers. The participants participated in a six-day professional development workshop where they video-recorded their teaching and wrote reflections regarding the general and specific praise statements they used in their classroom. Through analysis of the meeting transcripts, observations of the meetings, and video reflection questionnaire responses, it was determined that the novice teachers were using general and specific praise. However, it was also determined their use was not as much as they were taught to use in their undergraduate program.

Bibliography: p. 315-330

Bibliography: p. 315-330

Bibliography: p. 315-330

Bibliography: p. 315-330

Bibliography: p. 315-330

Bibliography: p. 315-330

Bibliography: p. 315-330

Journal of Organizational Behavior Management is an active peer-reviewed scholarly journal published quarterly by Taylor & Francis. Launched in 1977, it is the official journal of the Organizational Behavior Management (OBM) Network and publishes the latest research concerned with improving organizational performance through behavior change. Each issue features original articles and reviews of interest to organization development practitioners, operations managers, and human resource professionals, together with reports from the field, discussions, and book reviews. Published papers cover a range of topics, including applied behavior analysis concepts and principles; performance management; behavioral systems analysis; performance measurement and evidence-based management; goal setting, feedback, and incentive programs; performance based instruction; contingency assessment; human resource issues; and operational issues. Occasional special-focus issues are dedicated to a particular topic related to behavior management in organizations. The Internet Archive Collection contains microfilm published between 2004 and 2014.  Journal of Organizational Behavior Management is found online at: https://www.tandfonline.com/journals/worg20 The ISSN is 0160-8061

Includes bibliographical references (p. 327-351) and index

This study aimed to measure the self-care practices of type 2 diabetes mellitus (T2DM) patients managed in an urban hospital in Hanoi, Vietnam. An observational cross-sectional study was performed. The adherence of self-care practices was measured by using the Condition-specific Recommendations and Adherence scale. Among 165 T2DM patients, nobody adhered to all self-care practices. The average number of adhered behavioral recommendations was 6.0 (SD=1.6). Gender, education and overweight/obesity were associated with self-care practice adherence. Repeated educational sessions should be provided to patients, especially male patients, and those with low education levels, overweight/obese, to improve their self-care ability.

Includes bibliographical references and indexes

This file includes all questions asked on the preschool behavior management survey. Data will be collected through Qualtrics.

This file includes all questions asked on the preschool behavior management survey. Data will be collected through Qualtrics.

Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.?[This article was published in "Journal of Educational and Psychological Consultation" (EJ1293543).]

This book chapter describes a program of the Two Hills Regional Resource Centre (THRRC), which provides support services to 39 towns in northeastern Alberta. The program supports individuals with severely challenging behaviors (such as self-abuse, aggression, destructiveness, and noncompliance) so that they will be able to live and work in their small, rural home communities. The chapter describes THRRC's processes and outcomes in five areas: methods of recruiting, training, and maintaining qualified staff; methods for establishing relationships with the community and educating the community; developing nonaversive strategies to assist individuals with severely challenging behaviors; assisting service providers in rural communities to develop skills to prevent challenging behavior and cope with it, in their own communities, when it does occur; and using proactive methods of behavior management. (Approximately 25 references) (JDD)

A study of the conflict management behavior of 103 school superintendents and city managers in two major metropolitan areas revealed that the superintendents were more professionalized than the city managers but, when dealing with the public, were less likely to use the analytic-technocratic conflict management methods typically associated with professionals. City managers tended to use these methods both when resolving intraorganizational conflict and when resolving issues involving the public, while superintendents managing public-oriented conflict tended to deviate from their professional opinions and engage in the bargaining, lobbying, and compromising behavior typical of the political-bargaining approach. Data for the study were gathered using interviews and questionnaires, and were subjected to log-linear analysis for the purpose of constructing a model of conflict management behavior. Two school closing cases are isolated and described as prototypical examples of the two identified approaches to public-related conflict management. In addition to the results noted above, the study found that, unlike city managers, superintendents were more likely to confront intraorganizational conflict than public-related conflict. The researchers suggest that superintendents' reliance on political-bargaining methods may be forced by the more ideologically-rooted nature of the public issues they do face. (Author/PGD)

Prevention and problem solving approaches to behavior management in classrooms for behaviorally disordered (BD) students are reviewed. Attention is focused on positive strategies teachers can use to manage inappropriate behavior and to teach students alternative appropriate behaviors. The following components of prevention that contribute to a positive classroom atmosphere are considered: routines, rules and rewards; and signal interference, redirection, and humor. It is suggested that affective education courses can also help prevent misbehavior by increasing the student's self-management. The following techniques that can help solve behavior problems are also discussed: behavioral procedures that increase the frequency of target behaviors (positive reinforcement, "token" systems, the Premack principle); behavioral procedures that decrease the frequency of target behaviors (extinction, time out, reinforcement of an alternative incompatible behavior); and behavioral approaches that teach new behaviors (modeling, demonstration, prompting, cueing, facing, and shaping). Additional approaches are also identified: contingency contracting to allow joint problem solving for teachers and students; and situational interviewing to involve teachers and students in shared resolution of problems. It is proposed that both problem solving and prevention strategies exist along continuums of internal to external control or student centered to teacher directed. Lastly, the importance of matching techniques to students' developmental and behavioral needs and incorporating them into an overall positive management strategy is noted. (SEW)

Prevention and problem solving approaches to behavior management in classrooms for behaviorally disordered (BD) students are reviewed. Attention is focused on positive strategies teachers can use to manage inappropriate behavior and to teach students alternative appropriate behaviors. The following components of prevention that contribute to a positive classroom atmosphere are considered: routines, rules and rewards; and signal interference, redirection, and humor. It is suggested that affective education courses can also help prevent misbehavior by increasing the student's self-management. The following techniques that can help solve behavior problems are also discussed: behavioral procedures that increase the frequency of target behaviors (positive reinforcement, "token" systems, the Premack principle); behavioral procedures that decrease the frequency of target behaviors (extinction, time out, reinforcement of an alternative incompatible behavior); and behavioral approaches that teach new behaviors (modeling, demonstration, prompting, cueing, facing, and shaping). Additional approaches are also identified: contingency contracting to allow joint problem solving for teachers and students; and situational interviewing to involve teachers and students in shared resolution of problems. It is proposed that both problem solving and prevention strategies exist along continuums of internal to external control or student centered to teacher directed. Lastly, the importance of matching techniques to students' developmental and behavioral needs and incorporating them into an overall positive management strategy is noted. (SEW)

347 pages :

347 pages :

347 pages :

347 pages :