Classroom Interventions for Disruptive Behavior Disorders
Tài liệu tham khảo
Abikoff, 1985, Efficacy of cognitive training intervention in hyperactive children: A critical review, Clin Psychol Rev, 5, 479, 10.1016/0272-7358(85)90005-4
Abikoff, 1988, Cognitive training in academically deficient ADDH boys receiving stimulant medication, J Abnorm Child Psych, 16, 411, 10.1007/BF00914172
Abramowitz AJ: Individual differences in response to multimodal treatment. Paper presented at the Annual Meeting of the American Psychological Association, Toronto, 1993
Abramowitz AJ, Hobbs SA: Parent and child evaluations of various consequences associated with a daily report card. Unpublished manuscript, 1990
Abramowitz, 1990, Effectiveness of delayed punishment in an applied setting, Behav Ther, 21, 231, 10.1016/S0005-7894(05)80279-5
Abramowitz, 1988, The relative impact of long and short reprimands on children’s off-task behavior in the classroom, Behav Ther, 19, 243, 10.1016/S0005-7894(88)80046-7
Abramowitz, 1987, Reducing off-task behavior in the classroom: A comparison of encouragement and reprimands, J Abnorm Child Psychol, 15, 153, 10.1007/BF00916345
Acker, 1987, Effects of reprimands and praise on appropriate behavior in the classroom, J Abnorm Child Psychol, 15, 549, 10.1007/BF00917240
Aman, 1984, Hyperactivity—the nature of the syndrome and its natural course, J Aut Dev Disord, 14, 35, 10.1007/BF02408554
Ayllon, 1975, A behavioral-educational alternative to drug control of hyperactive children, J Appl Behav Anal, 8, 137, 10.1901/jaba.1975.8-137
Barkley, 1980, A self-control classroom for hyperactive children, J Aut Dev Disord, 10, 75, 10.1007/BF02408435
Barrish, 1969, Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom, J Appl Behav Anal, 2, 119, 10.1901/jaba.1969.2-119
Brantner, 1983, A review of timeout: A conceptual and methodological analysis, 87
Bryan, 1974, An observational analysis of classroom behaviors of children with learning disabilities, J Learn Disab, 7, 34
Budd, 1981, Home based treatment of severe disruptive behaviors: A reinforcement package for preschool and kindergarten children, J Behav Mod, 5, 273, 10.1177/014544558152008
Cameron, 1980, Effects of cognitive training on academic and on-task behavior of hyperactive children, J Abnorm Child Psychol, 8, 405, 10.1007/BF00916384
Camp, 1980, Two psychoeducational programs for aggressive boys, 191
Carden Smith, 1984, Positive peer pressure: The effects of peer monitoring on children’s disruptive behavior, J Appl Behav Anal, 17, 213, 10.1901/jaba.1984.17-213
Christy, 1975, Does use of tangible rewards with individual children affect peer observers, J Appl Behav Anal, 8, 187, 10.1901/jaba.1975.8-187
Deitz, 1977, An analysis of programming DRL schedules in educational settings, Behav Res Ther, 15, 103, 10.1016/0005-7967(77)90093-6
Drabman, 1973, Child- versus teacher-administered token programs in a psychiatric hospital school, J Abnorm Child Psychol, 1, 68, 10.1007/BF00917891
Drabman, 1973, Teaching self-control to disruptive children, J Abnorm Psychol, 82, 10, 10.1037/h0034981
Foxx, 1978, The timeout ribbon: A non-exclusionary timeout procedure, J Appl Behav Anal, 11, 125, 10.1901/jaba.1978.11-125
Friedman, 1988, Academic engagement of elementary school children with learning disabilities, J School Psychol, 26, 327, 10.1016/0022-4405(88)90041-6
Gresham, 1982, Interdependent, dependent, independent group contingencies for controlling disruptive behavior, Journal of Special Education, 16, 101, 10.1177/002246698201600110
Henggeier, 1990
Hinshaw, 1984, Cognitive-behavioral and pharmacological interventions for hyperactive boys: Comparative and combined effects, J Consul Clin Psychol, 52, 739, 10.1037/0022-006X.52.5.739
Hinshaw, 1984, Self-control in hyperactive boys in anger-inducing situations: Effects of cognitive behavioral training and of methylphenidate, J Abnorm Child Psychol, 12, 55, 10.1007/BF00913461
Hobbs, 1975, Effects of differential release from time-out on children’s deviant behavior, J Behav Ther Exp Psychol, 6, 256, 10.1016/0005-7916(75)90114-7
Kazdin, 1977
Kelley, 1988, Home-based reinforcement procedures, 419
Kendall, 1982, Cognitive-behavioral self-control therapy for children: A components analysis, J Consul Clin Psychol, 50, 672, 10.1037/0022-006X.50.5.672
Kendall, 1985
Kendall, 1988, Thought and action in educational interventions: Cognitive-behavioral approaches, 419
Kendall, 1975, Time out duration and contrast effects: A systematic evaluation of a successive treatment design, Behav Ther, 6, 609, 10.1016/S0005-7894(75)80182-1
Kubany, 1971, The good behavior clock: A reinforcement/time out procedure for reducing disruptive classroom behavior, J Behav Ther Exp Psychiatry, 2, 173, 10.1016/0005-7916(71)90055-3
Lentz, 1988, Reductive procedures, 439
Lloyd, 1982, Reading comprehension: Cognitive training contributions, School Psychol Rev, 11, 35, 10.1080/02796015.1982.12084955
MacDonough, 1973, Response-contingent time out: Important parameters in behavior modification with children, J Behav Ther Exp Psychiatry, 4, 231, 10.1016/0005-7916(73)90079-7
Meichenbaum, 1971, Training impulsive children to talk to themselves, J Abnorm Psychol, 77, 115, 10.1037/h0030773
O’Leary, 1969, A token reinforcement program in a public school: A replication and systematic analysis, J Appl Behav Anal, 2, 3, 10.1901/jaba.1969.2-3
O’Leary, 1977
Patterson, 1965, An application of conditioning techniques to the control of a hyperactive child, 370
Pfiffner, 1990, Educational placement and classroom management, 498
Pfiffner, 1993, Psychological treatments: School-based, 234
Pfiffner, 1987, The efficacy of all-positive management as a function of the prior use of negative consequences, J Appl Behav Anal, 20, 265, 10.1901/jaba.1987.20-265
Porterfield, 1976, Contingent observation: An effective and acceptable procedure for reducing disruptive behavior of young children in a group setting, J Appl Behav Anal, 9, 55, 10.1901/jaba.1976.9-55
Repp, 1983, A comparison of two procedures for programming the differential reinforcement of other behavior, J Appl Behav Anal, 16, 435, 10.1901/jaba.1983.16-435
Ritschel, 1972, Group time-out-of-seat behavior of handicapped children while riding a school bus, Psychol Rep, 31, 967, 10.2466/pr0.1972.31.3.967
Robinson, 1981, A token system for a class of underachieving children, J Appl Behav Anal, 14, 307, 10.1901/jaba.1981.14-307
Rosen, 1990, Home-based treatment of disruptive junior high school students: An analysis of the differential effects of positive and negative consequences, Behav Disord, 15, 227, 10.1177/019874299001500407
Rosen, 1984, The importance of prudent negative consequences for maintaining the appropriate behavior of hyperactive children, J Abnorm Child Psychol, 12, 581, 10.1007/BF00916852
Rosenbaum, 1975, Behavioral interventions with hyperactive children: Group consequences as a supplement to individual contingencies, Behav Ther, 6, 315, 10.1016/S0005-7894(75)80106-7
Rosenfield, 1985, Desk arrangement effects on pupil classroom behavior, Journal of Educational Psychology, 77, 101, 10.1037/0022-0663.77.1.101
Ross, 1976
Schumaker, 1977, An analysis of daily report cards and parent-managed privileges in the improvement of adolescents’ classroom performance, J Appl Behav Anal, 10, 449, 10.1901/jaba.1977.10-449
Solomon, 1973, Peer reinforcement control of classroom problem behavior, J Appl Behav Anal, 6, 49, 10.1901/jaba.1973.6-49
Spitalnik, 1976, A classroom time out procedure for retarded children, J Behav Ther Exp Psychiatry, 7, 17, 10.1016/0005-7916(76)90035-5
Stokes, 1989, An operant pursuit of generalization, Behav Ther, 20, 337, 10.1016/S0005-7894(89)80054-1
Strain, 1976
Thomas, 1968, Production and elimination of disruptive classroom behavior by systematically varying teacher’s behavior, J Appl Behav Anal, 1, 35, 10.1901/jaba.1968.1-35
Turkewitz, 1975, Generalization and maintenance of appropriate behavior through self-control, J Consul Clin Psychol, 43, 577, 10.1037/h0076905
Van Houten, 1982, An analysis of some variables influencing the effectiveness of reprimands, J Appl Behav Anal, 15, 65, 10.1901/jaba.1982.15-65
Vami, 1979, A self-regulation approach to the treatment of three hyperactive boys, Child Behav Ther, 1, 171, 10.1300/J473v01n02_04
Walker, 1972, Programming generalization and maintenance of treatment effects across time and across settings, J Appl Behav Anal, 5, 209, 10.1901/jaba.1972.5-209
Wasserman, 1977, The utilization of a clock-light cuing device to signal group progress towards reinforcement in a classroom setting, Psychology in the Schools, 4, 471, 10.1002/1520-6807(197710)14:4<471::AID-PITS2310140419>3.0.CO;2-K
Weinstein, 1979, The physical environment of the school: A review of the research, Rev Educ Res, 49, 577, 10.3102/00346543049004577
Weiss, 1983, Long-term outcomes: Findings, concepts, and practical implications, 422
Whalen, 1979, A social ecology of hyperactive boys: Medication effects in systematically structured classroom environments, J Appl Behav Anal, 2, 65, 10.1901/jaba.1979.12-65
White, 1972, Timeout duration and the suppression of deviant behavior in children, J Appl Behav Anal, 5, 111, 10.1901/jaba.1972.5-111
White, 1975, Natural rates of teacher approval and disapproval in the classroom, J Appl Behav Anal, 8, 367, 10.1901/jaba.1975.8-367
Zentall, 1985, Stimulus-control factors in search performance of hyperactive children, J Learn Disabil, 18, 480, 10.1177/002221948501800808
Zentall, 1989, Attentional cuing in spelling tasks for hyperactive and comparison regular classroom children, Journal of Special Education, 23, 83, 10.1177/002246698902300107
Zentall, 1989, Color effects on the impulsivity and activity of hyperactive children, J School Psychol, 27, 165, 10.1016/0022-4405(89)90004-6
Zentall, 1985, Effects of color stimulation on the copying performance of attention-problem adolescents, J Abnorm Child Psychol, 13, 501, 10.1007/BF00923137
Zentall, 1980, Effects of classroom noise on performance and activity of second-grade hyperactive and control children, J Educ Psychol, 72, 830, 10.1037/0022-0663.72.6.830
Zifferblatt, 1972, Architecture and human behavior. Toward increased understanding of a functional relationship, Educational Technology, 12, 54