Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-14T17:38:07.022Z Has data issue: false hasContentIssue false
  • English
  • Français

A Review of Curricular and Instructional Approaches for Behaviour Disordered Children

Published online by Cambridge University Press:  26 February 2016

Dagmar Neal
Dagmar Neal*
Affiliation:
Kuring-gai College of Advanced Education, N.S.W
Get access Rights & Permissions [Opens in a new window]

Abstract

Alternative curricular and instructional approaches for behaviour disordered children are reviewed against a background of various definitions and perspectives of disturbance. Schooling is a major part in the life of all, including behaviour disordered children. An overview of curriculum designs and instructional approaches is discussed according to “appropriateness” and “effectiveness”. Consideration is made of the current trend to mainstreaming and individualization and it is noted that the great majority of “disturbed” children are currently in the regular class. They are seen to be included in the “handicapped” population. Five major projects which have focussed on instruction of the handicapped are examined. It is stressed that all teachers need to be equipped with competencies, skills and support services to be able to effectively teach all children who are either currently in their classrooms or are being placed in there as a “least restrictive alternative”. Behaviourally oriented, empirically based curricular and instructional approaches are seen as a vehicle by which the repertoires of disturbed or behaviour disordered children can be widened.

Type
Research and Review
Information
Australasian Journal of Special Education , Volume 4 , Issue 1 , May 1980 , pp. 18 - 26
Copyright
Copyright © The Australian Association of Special Education 1980

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abeson, A., and Zettel, J. The End of the Quiet Revolution: The Education for All Handicapped Children Act of 1975. Exceptional Children, 1977, 44, (2).Google ScholarPubMed
Becker, W.C., Engelmann, S., Carnine, D.W., and Maggs, A. Direct Instruction Technology – Recent Developments and Research Findings. Prepared for lecture series at Macquarie University, Nth. Ryde N.S.W., 1980.Google Scholar
Becker, W.C., and Engelmann, S. The Oregon Direct Instruction Model. Comparative Results in Project Follow through. A summary of Nine Years of Work. University of Oregon, Eugene, Oregon, 1977.Google Scholar
Bijou, S. Educating the Twenty-four Hour Retarded Child. Arlington, Tex. Nat. Assoc, for Retarded Citizens, 1976.Google Scholar
Calandra, L., Emotional Disturbance Introductory Article A.S.E.T. (10) November, 1979.Google Scholar
Center at Oregon for Research in the Behavioural Education of the Handicapped. CLASS Contingencies for Learning Academic and Social Skills) Program for Acting-out Children, University of Oregon, Eugene, Oregon, 1975.Google Scholar
Connor, F.P., The Past is Prologue: Teacher Preparation in Special Education. Exceptional Children 42, 7, 366–378, 1976.CrossRefGoogle Scholar
Christie, L.S., and McKenzie, H.S., “Minimum Objectives: A measurement system to provide evaluation of special education in regular classrooms”. University of Vermont. Unpublished paper, 1974.Google Scholar
Deno, S.L., and Mirkin, P.K., Data Based I.E.P. Developement: An Approach to Substantive Compliance. Teaching Exceptional Children, 12 (3) 92–97, 1980.CrossRefGoogle Scholar
Duerdoth, J.C.P., Problems in the Definition, Diagnosis and Treatment of Children with Behaviour and Emotional Disturbance. Special, 13, (1), 11–18, 1978 Google Scholar
Dunn, L.M. (Ed), Exceptional Children in the Schools. N.Y.: Holt, Rinehart & Winston, Inc., 1973.Google Scholar
Edgar, E. et al, Progress Report of the Washington State Co-operative Curriculum Projects. Exceptional Children, 42. (3) 170–171, 1975.CrossRefGoogle Scholar
Edwards, L.L., Curriculum Modification as a Strategy for Helping Regular Classroom Behaviour-Disordered Children. Focus on Exceptional Children, 12, (8), 111, 1980.CrossRefGoogle Scholar
Englemann, S., Granzin, A., and Severson, H., Diagnosing Instruction. The Journal of Special Education 13, (4), 1979.Google Scholar
Fox, W.L. et al, “An Introduction to a regular classroom approach to Special Education” in Deno, E.N. (Ed) Instructional alternatives for exceptional children. Virginia: C.E.C., 1973.Google Scholar
Georgiades, W., and Clark, D.C., Models for Individualized instruction. E.R.I.C., ED 100816, 1975.Google Scholar
Gezi, K., Strategies for Individualizing Instruction. California Journal of Educational Research. XXVI, 183–192, 1977.Google Scholar
Gibbons, M., Zen and the Art of Motor-Behaviour-Cycle Maintenance. Phi Delta Kappan, May. (Back cover), 1980.Google Scholar
Glennon, V.J., Mathematics: How firm the foundations? Phi Delta Kappan, January, 302–305, 1976.Google Scholar
Guralnick, M.J., Early Classroom based intervention and the role of Organizational Structure. Exceptional Children, 42, 1, 25–31, 1975.CrossRefGoogle Scholar
Hansen, C.L., Program Slicing: A Tool for Individualizing Instruction. Education and Training of the Mentally Retarded, 8, 153–158, 1973.Google Scholar
Haring, N.G., “Early Experiences: The Evolution of Experimental Education” in Kauffman, L.M. & Lewis, C.D. (Eds). Teaching Children with Behavioural Disorders. Columbus: Chas. E. Merrill, 1974.Google Scholar
Haring, N.G., and Bateman, B., Teaching the Learning Disabled Child. New Jersey: Prentice-Hall, 1977.Google Scholar
Hasazi, S., and York, R., Eleven steps to Good Teaching. Teaching Exceptional Children, 10, (3), 63–66, 1978.CrossRefGoogle Scholar
Hewett, F.M., and Forness, S.R. (Eds), Education of Exceptional Learners. Boston: Allyn & Bacon, 1974.Google Scholar
Higgins, F.D., Mainstreaming: An Overview and Update. Readings in Education, No. 1, February. N.S.W. Dept. of Education, 1977.Google Scholar
Howell, K.W., Kaplan, J.S., and O’Connell, C.Y., Evaluating Exceptional Children, Sydney: Charles E. Merrill, 1979.Google Scholar
Jenkins, J.R. et al, Using Direct and Daily measures to increase learning. Journal of Learning Disabilities, 7, (10), 1974.CrossRefGoogle Scholar
Johnson, G.W., Don’t Program your world plan it! E.R.I.C., ED 108 118, 1975.Google Scholar
Kauffman, J.M., “Conclusion: Issues” in Kauffman, J.M., and Lewis, C.D. (Eds) Teaching Children with Behaviour Disorders, Columbus: Chas. E. Merrill, 1974.Google Scholar
Lee, B., “Curriculum Design: The Re-education Approach” in Long et al (Eds). Conflict in the classroom: The Education of Children with Problems. California: Wadsworth Pub. Co. Inc., 1971.Google Scholar
Long, N.J. et al (Eds), Conflict in the Classroom: The Education of Children with problems. California: Wadsworth Pub. Co. Inc., 1971.Google Scholar
Lilly, M.S., Special Education: A teapot in a tempest. Exceptional Children, 37, (3), 43–49, 1970.CrossRefGoogle Scholar
Mager, R.F., Preparing Instructional Objectives, Palo Alto: Fearon Pub., 1962.Google Scholar
Martin, E.W., Individulism and behaviourism as future trends in educating handicapped children. Exceptional Children, 38, 517–527, 1972.CrossRefGoogle Scholar
Martin, R., The Teachers Rights in PL 94–142, Journal of Learning Disabilities, 11, (6), 1978 Google ScholarPubMed
McKenzie, H.S., “Special Education and Consulting Teachers” University of Vermont. Unpublished paper presented at Third Banff International Conference on Behaviour Modification, 1971.Google Scholar
Meisgeier, C., “A Review of Critical Issues Underlying Mainstreaming” in Mann, L., and Sabatino, D.A. (Eds) The Third Review of Special Education. New York: Grune and Stratton.Google Scholar
New South Wales Minister for Education, Special Education Initiatives. Sydney, 13th August, 1979.Google Scholar
Oregon State Dept. Education, Toward Competency: A Guide for Individualized Instruction, Teacher Edition. E.R.I.C., ED.109755. 1975.Google Scholar
Popham, W.J., A Mountain-top Mentality. Phi Delta Kappan, May (Back cover), 1980.Google Scholar
Presland, I., and Giorcelli, L. (Eds), Guess who’s Coming to School? Vols 1 and 2. Focus on Integration and Accountability. Proceeding of the First State Conference on Special Education. Rockhampton. 1979.Google Scholar
Proger, B.B. et al, A neglected area of Accountability: The Failure of Instrucional-Materials Evaluation and or Solution. Journal of Special Education. 7, (3), 269–282, 1973.CrossRefGoogle Scholar
Reynolds, M.C., Staying out of Jail. Teaching Exceptional Children, 10, (3), 60–62, 1978.CrossRefGoogle Scholar
Rhodes, W.C., The disturbing child: a problem of ecological management. Exceptional children, 33, 449–455, 1967.CrossRefGoogle Scholar
Rosenshine, B.V., Direct Instruction for Skill Mastery University of Illinois, Draft Paper, 1980.Google Scholar
Sabatino, D.A., “Classification for Handicapped Children and Youths”, in Sabatino, D.A. and Miller, T.L. (Eds). Describing Learner Characteristics of Handicapped Children and Youth. New York: Grune and Stratton, 1979.Google Scholar
Schultz, E.W. et al, Special education for the emotionally disturbed. Exceptional Children, 38, (4), 313 320, 1971.CrossRefGoogle ScholarPubMed
Schmid, R.E., Moneypenny, J., and Johnston, R., Contemporary Issues in Special Education, New York: McGraw-Hill, 1977.Google Scholar
Spuck, D.W., and Owen, S.P., The Structure and Management of individualised instruction. E.R.I.C., ED.107220, 1975 Google Scholar
Swift, M.S. and Spivak, G., Therapeutic Teaching: a review of teaching methods for behaviourally troubled children. Journal of Special Education, 8, (3) 259–289, 1974.CrossRefGoogle Scholar
Taba, J., Curriculum Development: Theory and Practice. New York: Harcourt Brace Jovanovich. 1962.Google Scholar
Thorley, B., “Practical Improvements in instructional technology and the concept of learning disabilities”. Paper presented at the Australian psychological Society, Division of Educational Psychologists, Newcastle College of Advanced Education. 1976 Google Scholar
Walker, H.M., Empirical Assessment of Deviant Behaviour in Children. Psych, in the Schools, IV, (1), January, 1969.Google Scholar
Walker, Hill M. Development, Testing and Replication of a Social Behaviour Survival (SBS) Program for Mainstreaming Handicapped Children. University of Oregon, Eugene, Oregon. A.C. 503–686–4591, 1980.Google Scholar
Weikart, D.P., “Relationship of Curriculum, teaching, and learning in preschool education”, in Stanley, J.C. (ed) Preschool programs for the disadvantaged: Five experimental approaches to early childhood education. Baltimore: John Hopkins Press, 1972.Google Scholar
Weinstein, L., Project Re-ed schools for emotionally disturbed children: Effectiveness as viewed by referring agencies, parents and teachers. Exceptional Children, 35, 703–711, 1969.Google Scholar
Weintraub, F.J. and Abeson, A., New Education policies for the handicapped: The quiet revolution. Phi Delta Kappan, April, 526–529, 1974.Google Scholar
Wiederholt, J.L., “Historical Perspectives on the Education of the Learning Disabled” in Mann, L., and Sabatino, D. A.. The Second Review of Special Education, J.S.E. Press, 1974.Google Scholar
Wilson, M.D., “Future Special Education of Disturbed Children”, in Fink, A. (ed) International Perspectives on Future Special Education, C.E.C. World Congress, Stirling, Scotland, 1978.Google Scholar
White, O.R., and Haring, N.G., Exceptional Teaching, Columbus, Chas. E. Merrill Co., 1976.Google Scholar
Winett, R., and Winkler, R., Current behaviour modification in the classroom: Be still, be quiet, be docile. J.A.B.A. 4, 499–504, 1972.Google Scholar