A discussion on the effect that individualized behavior management plans have on the education of disturbed children.
Written in 2008; 1,305 words; 6 sources; APA; $ 44.95
Paper Summary:
This paper looks at whether individualized behavior management plans along with a consistent classroom management system can improve target behaviors of emotionally or behaviorally disturbed children. After a review of the literature on the topic, the paper then concludes that emotion or behavioral disabilities have profound effects on the child's ability to learn; as a result, a positive system of rewards in a classroom management setting contributes to the disturbed child's academic success.
Outline:
Introduction
Literature Review
Conclusion
From the Paper:
"This older research also suggested that when teachers see that students are taking responsibility for learning by initiating productive reading activities, they will reward students with increased responsibility and opportunities to be self-directed. However, recent research does not mirror the findings of the early research. Finney and Schraw (2003) conducted two experiments on the effect of choice on cognitive and affective engagement during reading. In both experiments, students who selected what they read were compared to students who were assigned their reading material. Both experiments found that unrestricted choice increased positive affective reactions and self-reported interest in reading but had no effect on various cognitive measures of engagement. Finally, their study results suggest that the effect of choice may depend on the types of tasks being investigated."
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