Literaturnachweis - Detailanzeige
| Autor/in | Billingsley, Glenna M. |
|---|---|
| Titel | Combating Work Refusal Using Research-Based Practices |
| Quelle | In: Intervention in School and Clinic, 52 (2016) 1, S.12-16 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451216630289 |
| Schlagwörter | 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 |
| Abstract | 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. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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