ABSTRACT
The purpose of this chapter is to provide information and suggestions for teachers dealing with chronic, disruptive behaviors of one or a few typical students that persist after the teacher has used normal intervention methods. Thus, we presuppose that the problem behaviors are not the result of poor classroom management skills or a deficient classroom management plan. Specifically, we assume that the teacher has (a) explicitly expressed reasonable expectations for student behavior, (b) established routines to manage classroom activities and transitions, (c) monitors student behavior, (d) uses appropriate and generally positive affect when working with students, and (e) has adequate skills to handle inappropriate behavior.
