Combating Work Refusal Using Research-Based Practices

被引：2
|
作者：
Billingsley, Glenna M. [1 ]
机构：
[1] Texas State Univ, Dept Curriculum & Instruct, 601 Univ Dr, San Marcos, TX 78666 USA
来源：
INTERVENTION IN SCHOOL AND CLINIC | 2016年 / 52卷 / 01期
关键词：
classroom behavior; behavior management; work refusal; antecedent interventions; INTERVENTIONS; BEHAVIOR; INSTRUCTION; CHILDREN;
D O I：
10.1177/1053451216630289
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
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.
引用
收藏
页码：12 / 16
页数：5
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