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DuPaul, G. J., & Stoner, G. (2002). Interventions for
attention problems. In M R. Shinn, H. M. Walker, & G. Stoner
(Eds.), Interventions for academic and behavior problems II:
Preventive and remedial approaches (pp. 913-938). Washington, DC:
National Association of School Psychologists.
Short Summary of Chapter: This chapter provides an overview of
empirically validated, school-based interventions that address
attention problems, behavior difficulties, and academic performance
of children exhibiting behaviors related to ADHD. Interventions
useful for preschool, elementary, and secondary school students are
discussed.
Helwig, R., & Tindal, G. (2003). An experimental analysis of
accommodation decisions on large-scale mathematics tests.
Exceptional Children, 69, 211-225.
Short Summary of Article: The purpose of this research was to
investigate the accuracy with which teachers recommend read-aloud
accommodations for mathematics tests for students with
disabilities. The authors also attempted to develop a profile of
students who benefit from this type of accommodation.
Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide
curricular modification to improve the behavior of students with
emotional or behavioral disorders. Behavioral Disorders, 27,
317-326.
Short Summary of Article: This study examined the effects of two
class-wide curricular modifications (i.e., providing opportunities
for choice-making and ensuring activities were of high interest to
the students) on the engagement and destructive behavior of
students in a self-contained science class. Increased levels of
engagement and decreased destructive behaviors were
reported.
Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S.
M., & Gregg, R. M. (2003). Social skills instruction for
students at risk for antisocial behavior: The effects of
small-group instruction. Behavioral Disorders, 28, 229-248.
Short Summary of Article: This study explored the effectiveness
of small group social skills instruction for seven elementary-aged
students who were unresponsive to a school-wide primary
intervention program. Social skills instruction occurred in a small
group setting for 30 minutes, twice per week, over 10 weeks. Most
of the students displayed increased academic engagement and
decreased disruptive behavior and negative social interactions on
the playground.
McGoey, K. E., & DuPaul, G. J. (2000). Token reinforcement
and response cost procedures: Reducing the disruptive behavior of
preschool children with attention-deficit/hyperactivity disorder.
School Psychology Quarterly, 15, 330-343.
Short Summary of Article: This article described the results of
an investigation comparing the effects of a token reinforcement and
a response cost intervention in reducing the disruptive behavior of
four preschool children with attention-deficit/hyperactivity
disorder.
Shabani, D. B., Katz, R. C., Wilder, D. A., Beauchamp, K.,
Taylor, C. R., and Fischer, K. J. (2002). Increasing social
initiations in children with autism: Effects of a tactile prompt.
Journal of Applied Behavior Analysis, 35, 79-83.
Short Summary of Article: This study attempted to replicate a
previous study by evaluating the effectiveness of a tactile prompt
on the verbal initiations of three children with autism. This study
extends previous work by also evaluating the collateral effects of
the tactile prompt and attempting to reduce the frequency of
prompts.
Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention
and management of behavior problems in secondary schools. In M R.
Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for
academic and behavior problems II: Preventive and remedial
approaches (pp. 373-401). Washington, DC: National Association of
School Psychologists.
Short Summary of Chapter: This chapter provides an overview of
empirically validated procedures for effective management of
students' behavior in secondary classrooms. Methods to prevent
misbehavior, reduce misbehavior, and increase appropriate behavior
are described.
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