title: Classroom management programs for deaf children in state residential and large public schools.
abstract: Personnel in 4 randomly selected state residential schools for the deaf and 3 randomly selected large public schools with programs for the deaf were surveyed to assess the types of management or disciplinary programs and strategies currently in use with deaf students and the rated effectiveness of such programs. Several behavioral management programs were identified by respondents, with Assertive Discipline most often listed. Ratings of program effectiveness were generally above average on a number of qualitative criteria.
authors.affiliation: University of Arkansas at Little Rock, College of Education 72204, USA.
authors.forename: M
authors.initials: M
authors.lastname: Wenkus
authors.forename: B
authors.initials: B
authors.lastname: Rittenhouse
authors.forename: J
authors.initials: J
authors.lastname: Dancer
mesh_terms: D019958:Attention Deficit and Disruptive Behavior Disorders / Q000517:prevention & control*; D001521:Behavior Therapy; D002648:Child; D012048:Correction of Hearing Impairment; D003638:Deafness / Q000523:psychology / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008297:Male; D015397:Program Evaluation; D011678:Punishment; D012112:Residential Facilities / Q000458:organization & administration; D012574:Schools / Q000458:organization & administration*; D013663:Teaching; D014040:Token Economy; D014481:United States