An Intervention Strategy for Teachers of the Mildly Handicapped

Abstract

This paper presents to teachers of the mildly handicapped an intervention strategy to modify academic and social behaviors. The strategy was sequenced into three stages: (a) modification of instructional techniques, (b) reinforcement of academic tasks, and (c) modification of social behaviors. The authors provide supportive literature for the contention that the most efficient method to achieve increased academic performance and decreased off-task social behaviors is to first modify instructional techniques and then reinforce academic performance. If these two steps are taken, it will reduce the frequency with which teachers need to resort to modification of social behaviors.