Downloads & Free Reading Options - Results

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.

The last 10 years have produced a revolution in the complexity and realism of human behavior models (HBMs). However, the cost of developing realistic HBMs continues to increase as much of the detailed and complex knowledge must be manually encoded to produce realistic behavior. The focus of this project is on reducing the cost of acquiring, validating, and maintaining the knowledge used in realistic HBMs. The author's approach is to develop tools that allow subject matter experts (SMEs) to specify behavior using abstract scenarios represented as diagrams. The SME can graphically describe the conditions under which actions and goals should be pursued, together with the associated reasons for those decisions. The system, guided by the expert's choices, analyzes and automatically generalizes from the example scenarios, alerting the SME to inconsistencies and missing knowledge. The system incrementally generates an executable HBM whose behavior the SME can view and modify during development. By moving the language of discourse from symbolic programming languages to annotated diagrams, the SMEs specify knowledge directly without requiring the intervention of a knowledge engineer to translate between the representations.

The last 10 years have produced a revolution in the complexity and realism of human behavior models (HBMs). However, the cost of developing realistic HBMs continues to increase as much of the detailed and complex knowledge must be manually encoded to produce realistic behavior. The focus of this project is on reducing the cost of acquiring, validating, and maintaining the knowledge used in realistic HBMs. The author's approach is to develop tools that allow subject matter experts (SMEs) to specify behavior using abstract scenarios represented as diagrams. The SME can graphically describe the conditions under which actions and goals should be pursued, together with the associated reasons for those decisions. The system, guided by the expert's choices, analyzes and automatically generalizes from the example scenarios, alerting the SME to inconsistencies and missing knowledge. The system incrementally generates an executable HBM whose behavior the SME can view and modify during development. By moving the language of discourse from symbolic programming languages to annotated diagrams, the SMEs specify knowledge directly without requiring the intervention of a knowledge engineer to translate between the representations.

The last 10 years have produced a revolution in the complexity and realism of human behavior models (HBMs). However, the cost of developing realistic HBMs continues to increase as much of the detailed and complex knowledge must be manually encoded to produce realistic behavior. The focus of this project is on reducing the cost of acquiring, validating, and maintaining the knowledge used in realistic HBMs. The author's approach is to develop tools that allow subject matter experts (SMEs) to specify behavior using abstract scenarios represented as diagrams. The SME can graphically describe the conditions under which actions and goals should be pursued, together with the associated reasons for those decisions. The system, guided by the expert's choices, analyzes and automatically generalizes from the example scenarios, alerting the SME to inconsistencies and missing knowledge. The system incrementally generates an executable HBM whose behavior the SME can view and modify during development. By moving the language of discourse from symbolic programming languages to annotated diagrams, the SMEs specify knowledge directly without requiring the intervention of a knowledge engineer to translate between the representations.

The last 10 years have produced a revolution in the complexity and realism of human behavior models (HBMs). However, the cost of developing realistic HBMs continues to increase as much of the detailed and complex knowledge must be manually encoded to produce realistic behavior. The focus of this project is on reducing the cost of acquiring, validating, and maintaining the knowledge used in realistic HBMs. The author's approach is to develop tools that allow subject matter experts (SMEs) to specify behavior using abstract scenarios represented as diagrams. The SME can graphically describe the conditions under which actions and goals should be pursued, together with the associated reasons for those decisions. The system, guided by the expert's choices, analyzes and automatically generalizes from the example scenarios, alerting the SME to inconsistencies and missing knowledge. The system incrementally generates an executable HBM whose behavior the SME can view and modify during development. By moving the language of discourse from symbolic programming languages to annotated diagrams, the SMEs specify knowledge directly without requiring the intervention of a knowledge engineer to translate between the representations.

The last 10 years have produced a revolution in the complexity and realism of human behavior models (HBMs). However, the cost of developing realistic HBMs continues to increase as much of the detailed and complex knowledge must be manually encoded to produce realistic behavior. The focus of this project is on reducing the cost of acquiring, validating, and maintaining the knowledge used in realistic HBMs. The author's approach is to develop tools that allow subject matter experts (SMEs) to specify behavior using abstract scenarios represented as diagrams. The SME can graphically describe the conditions under which actions and goals should be pursued, together with the associated reasons for those decisions. The system, guided by the expert's choices, analyzes and automatically generalizes from the example scenarios, alerting the SME to inconsistencies and missing knowledge. The system incrementally generates an executable HBM whose behavior the SME can view and modify during development. By moving the language of discourse from symbolic programming languages to annotated diagrams, the SMEs specify knowledge directly without requiring the intervention of a knowledge engineer to translate between the representations.

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.

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.

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.

viii, 347 pages 24 cm

viii, 347 pages 24 cm

Bibliography: p. 315-330

Bibliography: p. 315-330

Abrogar, M. S. I. (2022). Experiences on the use and misuse of the Shopee application towards purchasing behavior among selected Accountancy, Business and Management (ABM) senior high school students. International Journal of Academic and Practical Research, 1 (1), 1 – 7. URL: https://actonlineedu.org/ijaapr-v1-i1-may2022-id202204001/ 

Adherence in treatment regimes are fundamental in pain self-management. However, research on the most effective strategies for facilitating adherence and maintenance in pain self-management is lacking. Probably, patients’ beliefs, cognitions and behavior play an important role in identifying barriers and finding successful strategies for adherence and maintenance. Also, models of adherence and maintenance can support research in finding strategies and eventual positive outcomes of pain self-management.

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.

347 pages :

347 pages :

347 pages :

347 pages :

347 pages :

Motivating Behaviour change among Illicit drug

Motivating Behaviour change among Illicit drug

Motivating Behaviour change among Illicit drug

Motivating Behaviour change among Illicit drug

Motivating Behaviour change among Illicit drug

A paper by Christine Cheney, titled "Preventive Discipline through Effective Classroom Management," introduces the issue of preventive discipline and behavior management practices. Following the reprinted paper, 149 citations from the ECER (Exceptional Child Education Resources) database and the ERIC (Educational Resources Information Center) database are presented. These citations contain bibliographic information, indexing information, and an abstract of the document when available. Four basic types of references are included: journal articles, documents available from the ERIC system, commercially published materials, and doctoral dissertations. (JDD)

Given that battle-management solutions in system-of-systems environment are separately designed and developed on various operating platforms in different languages, predicting battle-management behavior of system-of-systems is not possible. As a rule, battle management is executed at the system level rather than the desired system-of-systems level. Typically, C4 systems are non-real-time systems. Traditionally, weapon systems are real-time systems. If we are to match the performance of weapon systems and avoid the negative impact of forcing synchronization of battle manager software with weapon systems for messaging, then we must develop the battle manager as real-time software. We advocate the development of battle-management software as a real-time set of system functionality that addresses warfighter usage. To achieve the level of desired predictable battle-management behavior, we maintain that it is essential to develop a formal representation that captures the desired battle manager system behavior and test the formal representation against the expected battle-management properties. Furthermore, we assert that it is critical to develop the battle manager as a real-time software-intensive system to ensure the schedulability of battle-management tasks and provide for concurrent execution of such tasks where applicable.

Given that battle-management solutions in system-of-systems environment are separately designed and developed on various operating platforms in different languages, predicting battle-management behavior of system-of-systems is not possible. As a rule, battle management is executed at the system level rather than the desired system-of-systems level. Typically, C4 systems are non-real-time systems. Traditionally, weapon systems are real-time systems. If we are to match the performance of weapon systems and avoid the negative impact of forcing synchronization of battle manager software with weapon systems for messaging, then we must develop the battle manager as real-time software. We advocate the development of battle-management software as a real-time set of system functionality that addresses warfighter usage. To achieve the level of desired predictable battle-management behavior, we maintain that it is essential to develop a formal representation that captures the desired battle manager system behavior and test the formal representation against the expected battle-management properties. Furthermore, we assert that it is critical to develop the battle manager as a real-time software-intensive system to ensure the schedulability of battle-management tasks and provide for concurrent execution of such tasks where applicable.

Susan Markman

Susan Markman

A perspective is suggested for operating and maintaining an environment capable of providing sexual education and expression for children in a residential center for disturbed children. Considered are: (a) the role of staff selection, (b) ways of modeling behavior in the life space, (c) tactics involved in information seeking and information giving, (d) ways to teach the dimension of time and place, and (e) how to teach children alternative ways to satisfy needs other than by the misuse of their sexuality. Although there is no sex education pattern suitable for everyone, certain knowledge has universal value. The skills of expression, the skills of control, the notions of public vs. private, the sense of knowing a variety of ways to meet one's needs are important in any culture no matter what specific times and places are approved or disapproved for a particular act or language phrase. (CS)

A perspective is suggested for operating and maintaining an environment capable of providing sexual education and expression for children in a residential center for disturbed children. Considered are: (a) the role of staff selection, (b) ways of modeling behavior in the life space, (c) tactics involved in information seeking and information giving, (d) ways to teach the dimension of time and place, and (e) how to teach children alternative ways to satisfy needs other than by the misuse of their sexuality. Although there is no sex education pattern suitable for everyone, certain knowledge has universal value. The skills of expression, the skills of control, the notions of public vs. private, the sense of knowing a variety of ways to meet one's needs are important in any culture no matter what specific times and places are approved or disapproved for a particular act or language phrase. (CS)

The utility of behavior management in a college English course designed to repair or develop the student's skills in the written language is studied. The subjects were community college students who had demonstrated rhetorical or mechanical weaknesses in the use of the written language. The students were told they would have to complete all of the required tasks to a minimum standard of achievement, as judged by the instructor. Each would be awarded a minimum number of points for each step so completed; he could revise as often as he wished until he had gained the maximum number of points designated for that task. The effects of this approach are: (1) The teacher read the students' work with great care; (2) The student modelled upon the teacher's own style, thereby improving his own prose style. Post-testing revealed a meaningful increase in recognition of sentence and paragraph patterns well beyond the .01 level of significance. (CK)

The utility of behavior management in a college English course designed to repair or develop the student's skills in the written language is studied. The subjects were community college students who had demonstrated rhetorical or mechanical weaknesses in the use of the written language. The students were told they would have to complete all of the required tasks to a minimum standard of achievement, as judged by the instructor. Each would be awarded a minimum number of points for each step so completed; he could revise as often as he wished until he had gained the maximum number of points designated for that task. The effects of this approach are: (1) The teacher read the students' work with great care; (2) The student modelled upon the teacher's own style, thereby improving his own prose style. Post-testing revealed a meaningful increase in recognition of sentence and paragraph patterns well beyond the .01 level of significance. (CK)

The utility of behavior management in a college English course designed to repair or develop the student's skills in the written language is studied. The subjects were community college students who had demonstrated rhetorical or mechanical weaknesses in the use of the written language. The students were told they would have to complete all of the required tasks to a minimum standard of achievement, as judged by the instructor. Each would be awarded a minimum number of points for each step so completed; he could revise as often as he wished until he had gained the maximum number of points designated for that task. The effects of this approach are: (1) The teacher read the students' work with great care; (2) The student modelled upon the teacher's own style, thereby improving his own prose style. Post-testing revealed a meaningful increase in recognition of sentence and paragraph patterns well beyond the .01 level of significance. (CK)

The utility of behavior management in a college English course designed to repair or develop the student's skills in the written language is studied. The subjects were community college students who had demonstrated rhetorical or mechanical weaknesses in the use of the written language. The students were told they would have to complete all of the required tasks to a minimum standard of achievement, as judged by the instructor. Each would be awarded a minimum number of points for each step so completed; he could revise as often as he wished until he had gained the maximum number of points designated for that task. The effects of this approach are: (1) The teacher read the students' work with great care; (2) The student modelled upon the teacher's own style, thereby improving his own prose style. Post-testing revealed a meaningful increase in recognition of sentence and paragraph patterns well beyond the .01 level of significance. (CK)

The utility of behavior management in a college English course designed to repair or develop the student's skills in the written language is studied. The subjects were community college students who had demonstrated rhetorical or mechanical weaknesses in the use of the written language. The students were told they would have to complete all of the required tasks to a minimum standard of achievement, as judged by the instructor. Each would be awarded a minimum number of points for each step so completed; he could revise as often as he wished until he had gained the maximum number of points designated for that task. The effects of this approach are: (1) The teacher read the students' work with great care; (2) The student modelled upon the teacher's own style, thereby improving his own prose style. Post-testing revealed a meaningful increase in recognition of sentence and paragraph patterns well beyond the .01 level of significance. (CK)

The utility of behavior management in a college English course designed to repair or develop the student's skills in the written language is studied. The subjects were community college students who had demonstrated rhetorical or mechanical weaknesses in the use of the written language. The students were told they would have to complete all of the required tasks to a minimum standard of achievement, as judged by the instructor. Each would be awarded a minimum number of points for each step so completed; he could revise as often as he wished until he had gained the maximum number of points designated for that task. The effects of this approach are: (1) The teacher read the students' work with great care; (2) The student modelled upon the teacher's own style, thereby improving his own prose style. Post-testing revealed a meaningful increase in recognition of sentence and paragraph patterns well beyond the .01 level of significance. (CK)

The Link Management Protocol (LMP) is used to coordinate the properties, use, and faults of data links in networks controlled by Generalized Multiprotocol Label Switching (GMPLS). This document defines an extension to LMP to negotiate capabilities and indicate support for LMP extensions. The defined extension is compatible with non-supporting implementations.

The Link Management Protocol (LMP) is used to coordinate the properties, use, and faults of data links in networks controlled by Generalized Multiprotocol Label Switching (GMPLS). This document defines an extension to LMP to negotiate capabilities and indicate support for LMP extensions. The defined extension is compatible with non-supporting implementations.