Classroom Management in Special Education Classrooms and Resource Rooms

Token economy systems have been widely used as an evidence-based classroom management strategy to reinforce and improve prosocial responses. While token economies have been widely applied to educational settings, there have been mixed results regarding the effectiveness depending on the classroom type. To better understand the components contributing to the effectiveness, the researchers analyzed 24 token economy studies conducted in general and special education classrooms from kindergarten to fifth grade between 2000 and 2019. Eight token economy components and effect sizes were identified for each study and compared across different classroom types. The results showed that the token economy intervention yielded large effect sizes for both general and special education classroom types. There were differences in the usage of token components including backup reinforcer types, token production rate, and exchange production rate based on classroom types. Implications for future research and practice for educators and clinicians are discussed.

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Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

Journal of Education and Learning ◽

10.5539/jel.v6n4p40 ◽

2017 ◽

Vol 6 (4) ◽

pp. 40 ◽

Cited By ~ 1

Author(s):

Pen-Chiang Chao ◽

Yu-Chi Chou

Keyword(s):

Special Education ◽

Elementary Schools ◽

General Education ◽

Special Education Teachers ◽

Psychological Empowerment ◽

Self Regulation ◽

General Education Teachers ◽

Self Determination ◽

Resource Room ◽

Resource Rooms

The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers’ level of teaching self-determination was in the range of “sometimes to often”. Nevertheless, general education teachers’ level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers’ level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.

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Creating Positive Classroom Environments With Electronic Behavior Management Programs

Journal of Special Education Technology ◽

10.1177/0162643418801815 ◽

2018 ◽

Vol 34 (2) ◽

pp. 133-141

Author(s):

Benjamin S. Riden ◽

Andrew M. Markelz ◽

Kathleen M. Randolph

Keyword(s):

Special Education ◽

Classroom Management ◽

Challenging Behavior ◽

Behavior Management ◽

Positive Behavior ◽

Classroom Environments ◽

Premack Principle ◽

Reinforcement Strategies ◽

Electronic Behavior

Teachers in special education classrooms often struggle with classroom management. In response, many educators are looking for technological solutions to assist in promoting positive classroom environments. Electronic behavior management programs (eBMPs) use strategies based in research that are shown to reduce challenging behavior and encourage positive behavior, such as reinforcement strategies and the Premack principle. This article explains the theoretical efficacies of eBMPs, describes three commonly used eBMPs, and provides procedures on how educators can get started implementing eBMPs with additional tips to consider.

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Microcomputers in Special Education: Promises and Pitfalls

Council review ◽

10.1177/001440298204900204 ◽

1982 ◽

Vol 49 (2) ◽

pp. 123-128 ◽

Cited By ~ 18

Author(s):

Milton Budoff ◽

Leah R. Hutten

Keyword(s):

Special Education ◽

Classroom Management ◽

Instructional Materials ◽

Computer Assisted Instruction ◽

Management Systems ◽

Computer Assisted ◽

Instructional Software ◽

Computer Literate ◽

Assisted Instruction ◽

Current Systems

The microcomputer is making it possible for teachers with a modicum of familiarity with computer technologies to introduce computer-assisted instruction (CAI) in special education rooms. The hardware and software are flexible, inexpensive, and friendly to users; capable of integrating a broad range of peripherals into instructional materials; and reliable. This paper indicates major features of microcomputer systems and indicates some limitations of the current microcomputer systems for special education applications. Many questions about the effectiveness of CAI remain, especially with special populations. With exceptions, the instructional software for current systems is uninteresting, trivial, and sparsely available because the systems are so new and limited in capacity. Teachers must become computer-literate, knowledgeable in instructional classroom management systems and, most of all, comfortable with the technology.

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Assessment of the Effectiveness of the Special Education Resource Rooms in Qasabat Al Salt Directorate of Education-Al Salt/Jordan

Journal of Applied Sciences ◽

10.3923/jas.2014.2552.2560 ◽

2014 ◽

Vol 14 (20) ◽

pp. 2552-2560

Author(s):

Ayed H. Ziadat

Keyword(s):

Special Education ◽

Resource Rooms ◽

Education Resource

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