Achieving Responsible Reintegration of Behaviorally Disordered Students.

Autor/inn/en	Fuchs, Douglas; und weitere
Institution	George Peabody Coll. for Teachers, Nashville, TN.
Titel	Achieving Responsible Reintegration of Behaviorally Disordered Students.
Quelle	(1989), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Disorders; Behavior Modification; Behavior Problems; Elementary Education; Intervention; Mainstreaming; Normalization (Handicapped); Special Classes; Special Schools; Student Placement; Transfer of Training; Transitional Programs + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Elementarunterricht; Special class; Sonderklasse; Special school; Sonderschule; Schülerpraktikum; Training; Transfer; Ausbildung
Abstract	The paper describes a case-by-case reintegrating strategy for transfer of special education students to less restrictive environments (RLE) stressing "transenvironmental programming" (TP), student-directed interventions, and collaborative consultation. Implementation involved 10 experimental subjects and 10 controls who were elementary grade children with behavior disorders originally enrolled in a special school. Transenvironmental programming focuses on acquisition of skills deemed critical for success, and the transfer of these skills from "training" to "target" environments. TP comprises four phases: environmental assessment, intervention and preparation, promoting transfer across settings, and evaluation in the target environment. Each experimental and control student's most disturbing behavior was identified and an intervention was implemented, involving a teacher-student contract and monitoring either through interval recording or product inspection. Implementation of the TP process required 10 weeks at the special school and 8 weeks in the LRE school. Meetings with LRE and special school teachers set goals for student behavior, and repeated data collection during intervention led to consideration of the student's transfer to the LRE. Postentry intervention involved two final data collections, an individualized education program meeting, classroom observations, teacher ratings, and student-teacher interviews. All 10 of the experimental students but only five of the control students exited the special school for a less restrictive environment (either mainstream or special class in a regular school). (DB)
Anmerkungen	Douglas Fuchs, Department of Special Education, Box 328, George Peabody College, Vanderbilt University, Nashville, TN 37203.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01