ABSTRACT
In the current chapter, we describe behavioral strategies that are teacher-mediated and used to increase initiation and maintenance of attention to task, academic task completion and accuracy, and to minimize disruptive behavior. These behavioral strategies focus on teacher response that is contingent (dependent) on student behavior. Although frequently neglected by secondary teachers as the strategies are often perceived as “too elementary,” research indicates that these strategies can be effective when developed to be developmentally appropriate, as described in this chapter. We begin with the story of Nora, an eighth-grade student with ADHD who continually fidgets with objects and taps her foot on the tile floor interrupting the concentration of her peers. In the chapter, we describe:
five stages of planning and implementing behavioral strategies: (1) set a goal; (2) select a behavioral framework (contingency management, behavioral contracts, token economy); (3) develop a plan and materials; (4) teach the student the desired behavior and use of strategy; and (5) monitor progress;
four barriers to implementation (financial resources, teacher perceptions, time, identifying effective reinforcers).
