in Special Education
||Volume 1, Number 1
Behavioral management techniques, a
longtime focus of special education research, are being integrated into school-wide
systems. This issue describes this promising research that is helping all students manage
their own behavior in school settings.
|Development funded by
the U.S. Office of
Special Education Programs
|In This Issue
A Promising Practice for
Views from the Field
Contacts & Resources
||A Promising Practice for Safer
For over a quarter of a
century, the number one concern facing public schools in this country has been discipline.
What educators are finding however, is that the root of the problem goes well beyond
rule-breaking. Many of today's students need more than just sound and consistent
discipline policies--they also need positive behavioral instruction.
"Schools are finding that traditional compliance-based
discipline has little effect on children who have significant problems getting along with
others," explains Vermont-based independent consultant Jonathan Udis, whose work
focuses on helping schools address the behavioral needs of students. Udis is witnessing a
new emphasis on student self-control and responsibility. "Strategies are preventive,
provide social problem-solving options to punishment, and offer respectful and dignified
ways to ensure the safety of all students."
Across the country, educators like Udis have been seeking
new ways to move beyond traditional "punishment" and provide opportunities for
all children to learn self-discipline. Simultaneously, researchers have begun to study and
advocate for broader, proactive, positive school-wide discipline systems that include
behavioral support. One promising avenue for achieving the dual goals of teaching
self-discipline and managing behavior is school-wide behavioral management.
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||Research Connections is a biannual
review of research on topics in special education, focusing on research sponsored by the
U.S. Office of Special Education Programs.
McLane, Associate Director, the ERIC Clearinghouse on Disabilities and Gifted Education
Jane Burnette, Publications Manager, ERIC/OSEP Special
Raymond Orkwis, Production Coordinator, ERIC/OSEP
Developed by Warger, Eavy & Associates for the
ERIC/OSEP Special Project. The ERIC/OSEP Special Project is operated by The Council for
Exceptional Children through the ERIC Clearinghouse for Disabilities and Gifted Education.
Research Connections was prepared with funding form the U.S.
Department of Education, Office of Special Education Programs, under contract no.
RR93002005. It is in the public domain and may be freely reproduced and disseminated. The
opinions expressed here do not necessarily reflect the positions or policies of OSEP or
the Department of Education.
© 2000 Center
for Effective Collaboration and Practice