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Teaching Disruptive Youth in the Mainstream, 1 - General Behavioral Strategy (From School Programs for Disruptive Adolescents, P 137-152, 1982, by Daniel J Safer - See NCJ-97299)

NCJ Number
F C Parker; A D Trice
Date Published
16 pages
This chapter discusses general principles for regular teachers to use in managing the classroom behavior of disruptive youth.
The basic paradigm of classroom management presented is based on three components: (1) clearly stating rules about the behavior that is expected, (2) ignoring disruptive behavior whenever possible, and (3) frequently and consistently praising those behaviors which the teacher wishes to develop. This paradigm, known by the slogan, 'Rules, Ignore, Praise,' or by the acronym RIP, is the recommended outline for the basic requirements of classroom behavioral management; however, the paradigm needs to be expanded to address more serious forms of disruption. The importance of developing individualized intervention programs is cited. Three steps in the development process are described. First, on the basis of observation, the teacher should select promising behavior to be rewarded and target the more disturbing types of disruptive behavior for punishment. Second, the teacher must apply consequences that are appropriate and powerful enough to prompt the desired behavior change. Third, the need for teachers to objectively measure the behavioral outcomes of their efforts is cited, and types of program problems that may be encountered are identified. Finally, the importance of objective measurement is emphasized. Included are 34 references.